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The Early Communication Indicator for Infants and Toddlers.

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Title: The Early Communication Indicator for Infants and Toddlers.
Authors: Greenwood, Charles R.1 greenwood@ku.edu, Walker, Dale1, Buzhardt, Jay1
Source: Journal of Early Intervention. 12/01/2010, Vol. 32 Issue 5, p310-334. 25p. 6 Charts, 3 Graphs.
Subject Terms: *Communicative competence, *Computer software, *Statistical correlation, *English as a foreign language, *Head Start programs, *Language acquisition, *Data analysis, *Home environment, *Research methodology evaluation, *Children, Analysis of variance, Reference values, Sex distribution, Repeated measures design
Geographic Terms: Midwest (U.S.)
Abstract: The Early Communication Indicator (ECI) is a measure relevant to intervention decision making and progress monitoring for infants and toddlers. With increasing recognition of the importance of quality early childhood education and intervention for all children, measurement plays an important role in documenting children’s progress and outcomes of early educational experiences. Screening and progress-monitoring measures used in a response-to-intervention approach require age-based benchmarks for decision-making support. The goal of this study was to create a normative sample of ECI data referenced to children served by Early Head Start, including children with Individualized Family Service Plans (IFSPs). In a large sample of children (N = 5,883), program staff in 27 Early Head Start programs in two states collected ECI data from 2002 to 2007. Results indicated that children’s ECI total communication growth was conditional on IFSP status but not on gender or home language (English versus Spanish). Children’s patterns of communication on the ECI key skill elements (i.e., gestures, vocalizations, single words, and multiple words) were also conditional on IFSP status. Children with IFSPs had (a) later ages of onset for vocalizations, single words, and multiple words; (b) generally slower growth over time; and (c) significantly lower mean levels in the most advanced key skill: multiple words at 36 months of age. Implications for early childhood researchers and service providers are discussed. [ABSTRACT FROM PUBLISHER]
Copyright of Journal of Early Intervention is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Early Communication Indicator for Infants and Toddlers.
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  Data: <searchLink fieldCode="AR" term="%22Greenwood%2C+Charles+R%2E%22">Greenwood, Charles R.</searchLink><relatesTo>1</relatesTo><i> greenwood@ku.edu</i><br /><searchLink fieldCode="AR" term="%22Walker%2C+Dale%22">Walker, Dale</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Buzhardt%2C+Jay%22">Buzhardt, Jay</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Early+Intervention%22">Journal of Early Intervention</searchLink>. 12/01/2010, Vol. 32 Issue 5, p310-334. 25p. 6 Charts, 3 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+software%22">Computer software</searchLink><br />*<searchLink fieldCode="DE" term="%22Statistical+correlation%22">Statistical correlation</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Head+Start+programs%22">Head Start programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Home+environment%22">Home environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology+evaluation%22">Research methodology evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Reference+values%22">Reference values</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+distribution%22">Sex distribution</searchLink><br /><searchLink fieldCode="DE" term="%22Repeated+measures+design%22">Repeated measures design</searchLink>
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– Name: Abstract
  Label: Abstract
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  Data: The Early Communication Indicator (ECI) is a measure relevant to intervention decision making and progress monitoring for infants and toddlers. With increasing recognition of the importance of quality early childhood education and intervention for all children, measurement plays an important role in documenting children’s progress and outcomes of early educational experiences. Screening and progress-monitoring measures used in a response-to-intervention approach require age-based benchmarks for decision-making support. The goal of this study was to create a normative sample of ECI data referenced to children served by Early Head Start, including children with Individualized Family Service Plans (IFSPs). In a large sample of children (N = 5,883), program staff in 27 Early Head Start programs in two states collected ECI data from 2002 to 2007. Results indicated that children’s ECI total communication growth was conditional on IFSP status but not on gender or home language (English versus Spanish). Children’s patterns of communication on the ECI key skill elements (i.e., gestures, vocalizations, single words, and multiple words) were also conditional on IFSP status. Children with IFSPs had (a) later ages of onset for vocalizations, single words, and multiple words; (b) generally slower growth over time; and (c) significantly lower mean levels in the most advanced key skill: multiple words at 36 months of age. Implications for early childhood researchers and service providers are discussed. [ABSTRACT FROM PUBLISHER]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Early Intervention is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=57543216
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        Value: 10.1177/1053815110392335
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      – Code: eng
        Text: English
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        PageCount: 25
        StartPage: 310
    Subjects:
      – SubjectFull: Communicative competence
        Type: general
      – SubjectFull: Computer software
        Type: general
      – SubjectFull: Statistical correlation
        Type: general
      – SubjectFull: English as a foreign language
        Type: general
      – SubjectFull: Head Start programs
        Type: general
      – SubjectFull: Language acquisition
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      – SubjectFull: Data analysis
        Type: general
      – SubjectFull: Home environment
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      – SubjectFull: Research methodology evaluation
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      – SubjectFull: Children
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      – SubjectFull: Analysis of variance
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      – SubjectFull: Reference values
        Type: general
      – SubjectFull: Sex distribution
        Type: general
      – SubjectFull: Repeated measures design
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      – SubjectFull: Midwest (U.S.)
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      – TitleFull: The Early Communication Indicator for Infants and Toddlers.
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            NameFull: Walker, Dale
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              M: 12
              Text: 12/01/2010
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              Y: 2010
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