Criterion Validity of the Early Communication Indicator for Infants and Toddlers
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| Title: | Criterion Validity of the Early Communication Indicator for Infants and Toddlers |
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| Language: | English |
| Authors: | Greenwood, Charles R. (ORCID |
| Source: | Assessment for Effective Intervention. Sep 2020 45(4):298-310. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2020 |
| Sponsoring Agency: | National Center for Special Education Research (ED) Office of Special Education Programs (ED/OSERS) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH), Intellectual and Developmental Disabilities Branch (IDDB) |
| Contract Number: | R324A070085 H324C040095 H327A060051 HD002528 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Progress Monitoring, Total Communication, Infants, Toddlers, Individualized Family Service Plans, Equal Education, Educational Legislation, Students with Disabilities, Federal Legislation, Decision Making, Communication Skills, Measures (Individuals), Language Skills |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act Part C |
| Assessment and Survey Identifiers: | MacArthur Communicative Development Inventory |
| DOI: | 10.1177/1534508418824154 |
| ISSN: | 1534-5084 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2020 |
| Accession Number: | EJ1263844 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 1534-5084 |
| DOI: | 10.1177/1534508418824154 |
