Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: Reports on the use of the ECI as a progress monitoring assessment of the development of young children's communication skills and its usefulness for predicting early literacy outcomes.
Book
Carta, J.J., Greenwood, C.R., Walker, D., and Buzhardt, J. (2010). Using IGDIs: Monitoring Progress and Improving Intervention Results for Infants and Young Children. Baltimore, MD: Paul H. Brookes.
Book chapter
Buzhardt, J. and Walker, D. (2010). General Guidelines for IGDI Training and Certification. In J.J. Carta, C.R. Greenwood, D. Walker, and J. Buzhardt (Eds.), Using IGDIs: Monitoring Progress and Improving Intervention Results for Infants and Young Children (pp. 145-458). Baltimore, MD: Paul H. Brookes.
Buzhardt, J., and Walker, D. (2010). Web-Based Support for Decision Making Using IGDIs. In J.J. Carta, C.R. Greenwood, D. Walker, and J. Buzhardt (Eds.), Using IGDIs: Monitoring Progress and Improving Intervention Results for Infants and Young Children (pp. 127-142). Baltimore, MD: Paul H. Brookes.
Carta, J.J., and Greenwood, C. (2010). Background and Overview of IGDIs. In J.J. Carta, C.R. Greenwood, D. Walker, and J. Buzhardt (Eds.), Using IGDIs: Monitoring Progress and Improving Intervention Results for Infants and Young Children (pp. 3-8). Baltimore, MD: Paul H. Brookes.
Carta, J.J., and Greenwood, C. (2010). New Applications and Considerations. In J.J. Carta, C.R. Greenwood, D. Walker, and J. Buzhardt (Eds.), Using IGDIs: Monitoring Progress and Improving Intervention Results for Infants and Young Children (pp. 203-208). Baltimore, MD: Paul H. Brookes.
Greenwood, C., and Carta, J.J. (2010). Conceptual Background. In J.J. Carta, C.R. Greenwood, D. Walker, and J. Buzhardt (Eds.), Using IGDIs: Monitoring Progress and Improving Intervention Results for Infants and Young Children (pp. 9-21). Baltimore, MD: Paul H. Brookes.
Greenwood, C., and Walker, D. (2010). Development and Validation of IGDIs. In J.J. Carta, C.R. Greenwood, D. Walker, and J. Buzhardt (Eds.), Using IGDIs: Monitoring Progress and Improving Intervention Results for Infants and Young Children (pp. 159-177). Baltimore, MD: Paul H. Brookes.
Missall, K., and McConnell, S. (2010). Early Literacy and Language IGDIs for Preschool-Age Children. In J.J. Carta, C.R. Greenwood, D. Walker, and J. Buzhardt (Eds.), Using IGDIs: Monitoring Progress and Improving Intervention Results for Infants and Young Children (pp. 181-201). Baltimore, MD: Paul H. Brookes.
Walker, D., and Buzhardt, J. (2010). IGDI Administration: Coding, Scoring, and Graphing. In J.J. Carta, C.R. Greenwood, D. Walker, and J. Buzhardt (Eds.), Using IGDIs: Monitoring Progress and Improving Intervention Results for Infants and Young Children (pp. 23-35). Baltimore, MD: Paul H. Brookes.
Walker, D., and Carta, J.J. (2010). The Communication IGDI: Early Communication Indicator. In J.J. Carta, C.R. Greenwood, D. Walker, and J. Buzhardt (Eds.), Using IGDIs: Monitoring Progress and Improving Intervention Results for Infants and Young Children (pp. 39-56). Baltimore, MD: Paul H. Brookes.
Journal article, monograph, or newsletter
Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., and Garrett, M. (2010). A Web-Based Tool to Support Data-Based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29(4): 201-213. doi:10.1177/0271121409353350
Buzhardt, J., Greenwood, C.R., Walker, D., Anderson, R., Howard, W.J., and Carta, J.J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors' Use of Evidence-Based Intervention Decision Making and Growth in Children's Expressive Communication. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14(3): 121-146. doi:10.1080/15240754.2011.587614
Buzhardt, J., Walker, D., Greenwood, C.R., and Carta, J.J. (2011). A Study of an Online Tool to Support Evidence-Based Practices With Infants and Toddlers. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14(3): 151-156. doi:10.1080/15240754.2011.590243
Greenwood, C., Thiemann-Bourke, K., Walker, D., and Buzhardt, J. (2011). Assessing Children's Home Language Environments Using Automatic Speech Recognition Technology. Communication Disorders Quarterly, 32(2): 83-92. doi:10.1177/1525740110367826
Greenwood, C.R., Buzhardt, J., Walker, D., Howard, W.J., and Anderson, R. (2011). Program-Level Influences on the Measurement of Early Communication for Infants and Toddlers in Early Head Start. Journal of Early Intervention, 33(2): 110-134. doi:10.1177/1053815111403149
Greenwood, C.R., Walker, D., and Buzhardt, J. (2010). The Early Communication Indicator for Infants and Toddlers: Early Head Start Growth Norms From Two States. Journal of Early Intervention, 32(5): 310-334. doi:10.1177/1053815110392335
Walker, D, Carta, J.J., Greenwood, C.R., and Buzhardt, J. (2008). The Use of Individual Growth and Developmental Indicators for Progress Monitoring and Intervention Decision Making in Early Education. Exceptionality, 16(1): 33-37. doi:10.1080/09362830701796784
Supplemental information
To address this need, researchers are evaluating a progress monitoring measure of early communication skills called the Early Communication Indicator (ECI). The ECI is intended to be used with infants and toddlers, including those who have disabilities or developmental delays. The purpose of this study is to assess whether the ECI is sufficiently sensitive for use as a progress monitoring assessment and to determine whether performance on the instrument predicts subsequent and important early literacy outcomes when the children are 4 years old.
Data on children's communication skills will be collected quarterly using the ECI along with other early language and early literacy measures. The researchers will use these data to determine relationships among key communication skills measured by the ECI and subsequent early literacy skills over time.
Purpose: Speech and communication impairments or delays are the most frequently reported reason for need of early intervention services. To enable teachers and other service providers to target instruction to young children's specific needs, valid and sensitive assessments are needed that measure incremental growth in early language skills, accurately predict early literacy development, and are easily administered.
To address this need, researchers are evaluating a progress monitoring measure of early communication skills called the Early Communication Indicator (ECI). The ECI is intended to be used with infants and toddlers, including those who have disabilities or developmental delays. The purpose of this study is to assess whether the ECI is sufficiently sensitive for use as a progress monitoring assessment and to determine whether performance on the instrument predicts subsequent and important early literacy outcomes when the children are 4 years old.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
