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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
Language: English
Authors: Greenwood, Charles R. (ORCID 0000-0002-6274-3075), Buzhardt, Jay, Walker, Dale, Jia, Fan, Carta, Judith J.
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
FullText Text:
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  Data: Criterion Validity of 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> (ORCID <externalLink term="https://orcid.org/0000-0002-6274-3075">0000-0002-6274-3075</externalLink>)<br /><searchLink fieldCode="AR" term="%22Buzhardt%2C+Jay%22">Buzhardt, Jay</searchLink><br /><searchLink fieldCode="AR" term="%22Walker%2C+Dale%22">Walker, Dale</searchLink><br /><searchLink fieldCode="AR" term="%22Jia%2C+Fan%22">Jia, Fan</searchLink><br /><searchLink fieldCode="AR" term="%22Carta%2C+Judith+J%2E%22">Carta, Judith J.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Assessment+for+Effective+Intervention%22"><i>Assessment for Effective Intervention</i></searchLink>. Sep 2020 45(4):298-310.
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  Data: 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
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  Data: 13
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  Data: National Center for Special Education Research (ED)<br />Office of Special Education Programs (ED/OSERS)<br />Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH), Intellectual and Developmental Disabilities Branch (IDDB)
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  Data: <searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22Total+Communication%22">Total Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Infants%22">Infants</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Family+Service+Plans%22">Individualized Family Service Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink>
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  Data: 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.
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        Value: 10.1177/1534508418824154
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        PageCount: 13
        StartPage: 298
    Subjects:
      – SubjectFull: Progress Monitoring
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      – SubjectFull: Total Communication
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      – SubjectFull: Infants
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      – SubjectFull: Toddlers
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