Project Activities
Using both extant and prospective data from similarly aged samples of children, this study investigated the psychometric properties of the EPSI and EMI. For each of the two measures, children were assessed quarterly from age 6 to 36 months, with follow-up data collected at 48 months and into kindergarten, and first through fourth grades. In addition to examining reliability and validity, the data were analyzed to determine a variety of other characteristics of the assessments, including normative benchmarks for each age, sensitivity to growth and change over time, and the predictive value of the measures for use in screening decisions.
Structured Abstract
Setting
The research took place in Part C of the Individuals with Disabilities Education Act (IDEA) early intervention programs (centers and homes) for children with identified disabilities and Early Head Start programs serving children with and at risk for disabilities in Kansas and Missouri.
Sample
The first sample, an extant sample for which data collection began in 2008, included 3,242 infants and toddlers with or at risk for disabilities. The prospective sample included 264 infants and toddlers with or at risk for disabilities, as well as the staff of their early education and home visitor programs. The children began participation at ages 6 to 36 months with measurements at 48 months of age in preschool. A smaller subsample of children were then followed into kindergarten and through the fourth grade.
The EPSI and EMI are two of four previously developed infant/toddler Individual Growth and Development Indicators (IGDIs). The IGDIs were designed for making data-based decisions in early intervention, including universal screenings for risk or need for services, intervention decisions, and progress monitoring over time. These are direct observation assessments of the child in an authentic play context, with a web-based system available to help early educators make data-based intervention decisions. The EPSI focuses on measuring early problem solving and cognition and the EMI focuses on early movement and motor development.
Research design and methods
The children in the prospective sample were tested quarterly using the Infant-Toddler IGDIs from ages 6 to 42 months. The researchers examined (1) assessment benchmarks for determining whether children's skills were developing within a normative range of expectation for their chronological age, (2) whether the assessments were sensitive to growth and change over time, (3) whether the measures are sensitive to moderators, (4) whether key measured skills support a continuum of growth and change over time, (5) whether patterns of growth for each key skill were equivalent across samples, (6) concurrent and predictive validity, and (7) predictive utility of each assessment as it relates to screening decisions. The researchers also compared the two samples, assessed at different points in time, for measurement invariance or equivalence, as well as differences in growth trajectories of the total sample and subgroups.
Control condition
Due to the nature of the research design, there is no control condition.
Key measures
The measures used in this project were the EPSI and EMI, the standardized criterion measures for determining validity, and socio-demographic measures for children, family, and teachers/interventionists. The criterion outcome measures included the Bayley Scales of Infant and Toddler Development-III, Peabody Scales of Motor Development, Brigance Early Childhood Screens, and Ages and Stages Questionaire-3.
Data analytic strategy
The research team used the following data analytic methods: Multivariate growth curve modeling was used for the first three research questions (normative benchmarks, sensitivity to growth and change, and sensitivity to moderators); exploratory visual analysis of the predicted multilevel growth curves for the fourth research question (skills supporting continuum of growth and change over time); a cross-level interaction of group with growth parameters for the fifth question (growth equivalency across samples); Pearson correlations for the sixth research question (concurrent and predictive validity); and Receiver Operating Characteristic curve analysis for the seventh research question (predictive utility related to screening decisions).
Key outcomes
The main findings of this project, as reported by the principal investigator, are as follows:
- The EPSI and EMI Infant-Toddler IGDIs are sensitive to growth and change across age in months of infants and toddlers.
- A continuum of movement and cognitive problem-solving key skill trajectories was confirmed for the EPSI and EMI.
- The EPSI and EMI Infant-Toddler IGDIs are sensitive to disability and home language status.
- Concurrent and predictive relationships were found for both the EMI and EPSI for measures of cognitive problem-solving, gross motor development, and early academic skills.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Publications:
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Book chapters
Carta, J. J., Greenwood, C. R., Goldstein, H., McConnell, . . . Atwater, J. (2016). Advances in multitiered systems of support for prekindergarten children: Lessons learned. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of Response to Intervention (pp. 587–606): Springer US.
Journal articles
Greenwood, C. Walker, D., Buzhardt, J., Irvin, D. Schnitz, A., Jia, F. (2018). Update on the Early Movement Indicator (EMI) for infants and toddlers. Topics in Early Childhood Special Education, 38(2), 105-117.
Buzhardt, J., Greenwood, C., Walker, D., Jia, F., Schnitz, A., Higgins, S., Montagna, D. & Muehe, C. (2018). Web-based Support for data-based decision making: Effect of intervention implementation on children’s communication. Journal of Early Intervention, 40(3), 246-267.
Buzhardt, J., Greenwood, C. R., Hackworth, N. J., Jia, F., Bennetts, S. K., Walker, D., Matthews, J. (2019). Cross-cultural exploration of growth in expressive communication of English-speaking infants and toddlers. Early Childhood Research Quarterly, 48(3), 284-294.
Greenwood, C. R., Buzhardt, J., Walker, D., Jia, F., & Carta, J. J. (2020). Criterion validity of the Early Communication Indicator for Infants and Toddlers. Assessment for Effective Intervention, 45(4), 298-310. https://doi.org/10.1177/1534508418824154
Buzhardt, J., Greenwood, C., Jia, F., Walker, D., Schneider, N., Larson, A., Valdovinos, M., & McConnell, S. (2020). Technology to guide data-driven intervention decisions: Effects on young children at risk for language delay. Exceptional Children, 87(1), 74-91. https://doi.org/10.1177%2F0014402920938003
Greenwood, C. R., Higgins, S., McKenna, M., Buzhardt, J., Walker, D., Ai, J., Irvin, D. W., & Grasley-Boy, N. (2021). Remote use of Individual Growth and Development Indicators (IGDIs) for Infants and Toddlers. Journal of Early Intervention, 44(2), 168-189. https://doi.org/10.1177/10538151211057552
Greenwood, C. R., Carta, J. J., Schnitz, A. G., Higgins, S., Buzhardt, J., Walker, D., Jia, F., & Irvin, D. (2021). Progress toward an Early Social Indicator for Infants and Toddlers. Journal of Early Intervention, 43(2), 176-195.
Walker, D., Buzhardt, J., Jia, F., Schnitz, A., W. Irvin, D., & R. Greenwood, C. (2022). Advances in the technical adequacy of the Early Cognitive Problem-Solving Indicator progress monitoring measure for infants and toddlers. Topics in Early Childhood Special Education, 42(4), 289–301. https://doi.org/10.1177/02711214221129237
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