early communication indicators: monitoring the progress of infants and toddlers dale walker, judith...
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Early Communication Indicators:Early Communication Indicators:Monitoring the Progress of Monitoring the Progress of
Infants and ToddlersInfants and Toddlers
Dale Walker, Judith J. Carta, and Dale Walker, Judith J. Carta, and Charles R. Greenwood Charles R. Greenwood
Juniper Gardens Children’s Juniper Gardens Children’s Project Project
University of KansasUniversity of Kansas
Using the ECI for individual and Using the ECI for individual and program monitoring: Growth program monitoring: Growth ChartsCharts
How we know it worksHow we know it works Individual progress monitoringIndividual progress monitoring Program evaluationProgram evaluation
Does this approach work?Does this approach work?
Does it grow?Does it grow?Is it reliable?Is it reliable?Is it valid?Is it valid?Is it predictive?Is it predictive?
Age Cohort (0-12)
0
0.5
1
1.5
2
2.5
3
3.5
1 2 3 4 5 6 7 8 9
Ra
te p
er
Min
ute
Gestures Vocalizations Words MulWord
How Did Key Skill Elements Grow How Did Key Skill Elements Grow over 9 Months for Children in Their over 9 Months for Children in Their 1st Year?1st Year?
Age Cohort (13-24)
0
0.5
1
1.5
2
2.5
3
3.5
1 2 3 4 5 6 7 8 9
Rat
e pe
r Min
ute
Gestures Vocalizations Words MulWord
How Did Key Skill Elements How Did Key Skill Elements Grow for Children in their 2Grow for Children in their 2ndnd
Year of Life?Year of Life?
Age Cohort (25-36)
0
0.5
1
1.5
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3.5
1 2 3 4 5 6 7 8 9
Monthly Occasions
Rat
e pe
r Min
ute
Gestures Vocalizations Words MulWord
How Did Key Skill Elements Grow For How Did Key Skill Elements Grow For Children in Their 3Children in Their 3rdrd Year of Life? Year of Life?
Did Total Communication Did Total Communication Grow and Differ by Age Grow and Differ by Age
Cohort?Cohort?
0
5
10
15
20
Mon
th 1
Mon
th 2
Mon
th 3
Mon
th 4
Mon
th 5
Mon
th 6
Mon
th 7
Rat
e p
er M
inu
te
0-1 years
1-2 years
2-3 years
Did we detect differences Did we detect differences for children with for children with disabilities?disabilities?
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Mon
th 1
Mon
th 2
Mon
th 3
Mon
th 4
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th 5
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th 6
Mon
th 7
Rat
e p
er M
inu
te
Disability
No Disability
Does this approach work?Does this approach work?
Is it reliable? Is it reliable? –Do trained observers agree on what Do trained observers agree on what communication they record. (Answer = Yes)communication they record. (Answer = Yes)
Is it valid?Is it valid?–Do ECI indicators correlate with Do ECI indicators correlate with standardized and parent report measures. standardized and parent report measures. (Answer = Yes)(Answer = Yes)
Is it predictive?Is it predictive?–Do ECI indicators correlate with preschool Do ECI indicators correlate with preschool literacy and communication indicators. literacy and communication indicators. (Answer = Yes)(Answer = Yes)
How to use the ECI to How to use the ECI to Monitor Children and Monitor Children and ProgramsPrograms Individual Progress MonitoringIndividual Progress Monitoring
– Decision making modelDecision making model– Individual child IdentificationIndividual child Identification– InterventionIntervention
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
2.0
0
3.5
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5.0
0
6.5
0
8.0
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9.5
0
11
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12
.50
14
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.00
Age at Measurement
Co
mm
un
ica
tion
Ra
te
IGDIs ESAs
ECI Decision Making ECI Decision Making ModelModel
Monitor
Identify/Validate Need
For Intervention
Generate Intervention
Strategies
ImplementIntervention
EvaluateIntervention
Effectiveness
Monitor
Families
Outcomes
Rationale Combining Growth Rationale Combining Growth Charts with a Decision-Making Charts with a Decision-Making ApproachApproach
Need for a comprehensive system that:Need for a comprehensive system that: describes children’s growth and development over time describes children’s growth and development over time provides a model in which decisions may be made for provides a model in which decisions may be made for
designing, informing and evaluating interventions (in designing, informing and evaluating interventions (in spirit of IFSP)spirit of IFSP)
Provides information for individuals and groups of Provides information for individuals and groups of childrenchildren
allows families, early childhood and elementary allows families, early childhood and elementary educators to identify areas in need of change to educators to identify areas in need of change to optimize child outcomeoptimize child outcome
Three Levels of Growth Three Levels of Growth AssessmentAssessment
Bench Marking (quarterly – every 3 months)Bench Marking (quarterly – every 3 months)– All children assessedAll children assessed– Who is not making expected progress?Who is not making expected progress?– Who needs additional support?Who needs additional support?– How is the program doing?How is the program doing?
Strategic Monitoring (monthly)Strategic Monitoring (monthly)– Is more support accelerating growth? Is more support accelerating growth? – Is a change in intervention supports needed?Is a change in intervention supports needed?
Intensive Care Monitoring (weekly)Intensive Care Monitoring (weekly)– Is growth accelerating?Is growth accelerating?– Is a change in intervention supports needed?Is a change in intervention supports needed?
Identification of Children Identification of Children for Interventionfor Intervention Review ECI growth for all childrenReview ECI growth for all children Determine average growth for groupDetermine average growth for group Identify children above and below Identify children above and below
averageaverage Select children below averageSelect children below average
– One standard deviation below group One standard deviation below group averageaverage
– Children growing at slow rate or Children growing at slow rate or decreasingdecreasing
IdentificationIdentification
0.0
5.0
10.0
15.0
20.0
25.0
30.0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39
Age at Test
Wei
ghte
d C
omm
unic
atio
n R
ate
per
Min
ute
Child 1 Norm -1SD +1SD
Intervention
FSIP Kids
-5
0
5
10
15
20
25
30
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Age at Test
To
tal C
om
mu
nic
atio
n R
ate
Pe
r M
inu
te
Series1
Series2
Series3
Series4
Series5
Series6
Series7
Series8
Series9
Mean
-1SD
+1SD
ECI - Trajectories
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5.00
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35.00
40.002.
00
3.50
5.00
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9.50
11.0
0
12.5
0
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21.5
0
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41.0
0
Age at Measurement
Co
mm
un
icat
ion
Rat
eNOS_1
NOS_111
NOS_115
NOS_116
NOS_117
NOS_118
NOS_119
NOS_120
NOS_121
NOS_122
NOS_207
NOS_212
NOS_302
NOS_308
NOS_311
NOS_312
NOS_313
NOS_314
NOS_315
NOS_316
NOS_317
NOS_318
NOS_319
NOS_401
NOS_402
NOS_403
NOS_404
NOS_405
NOS_406
Framing Intervention Framing Intervention Solutions: Ruling out, Solutions: Ruling out, Ruling inRuling in
History with child?History with child? Medical issues?Medical issues? Family/caregiver concerns?Family/caregiver concerns? What child knows and does?What child knows and does? Settings, activities, routines, Settings, activities, routines,
curriculum?curriculum? Challenges to implementing Challenges to implementing
intervention?intervention?
1 5 10 15 20 25 30 35 40 46
Weeks
0
10
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40
50
60
Rat
e P
er M
inut
es
Communications per Minute Expected Growth
Expected Growth
The ECI Tell Us When to Intervene and The ECI Tell Us When to Intervene and Whether or Not Intervention Is WorkingWhether or Not Intervention Is Working
Baseline Intervention Modified Intervention
Exploring Solutions Exploring Solutions Assessment (ESAs)Assessment (ESAs) Measures identifying potential solutionsMeasures identifying potential solutions Generate ideas that may inform and Generate ideas that may inform and
suggest an effective interventionsuggest an effective intervention– Can we rule out settings?Can we rule out settings?– Can we rule out program features?Can we rule out program features?– Can we rule out curricular variables?Can we rule out curricular variables?– Can we rule out interaction patterns? Can we rule out interaction patterns?
Effects of Individual Effects of Individual InterventionsInterventions
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ECI Testings
To
tal C
om
mu
nic
atio
n R
ate
Identification Weekly Baseline Intervention(Child 207)Monthly
0
5
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30
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
ECI Testings
To
tal C
om
mu
nic
atio
n R
ate
Identification Weekly Baseline Intervention(Brittany)Monthly Testing
0
5
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15
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25
30
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
ECI Testings
To
tal C
om
mu
nic
atio
n R
ate
Identification Weekly Baseline Intervention(Michael)Monthly
Using the ECI to Monitor Using the ECI to Monitor ProgramsPrograms
Program data are aggregated up from Program data are aggregated up from individual child dataindividual child data
Assess all or some children in a programAssess all or some children in a program Measure every 3 months: at Ages (3, 6, Measure every 3 months: at Ages (3, 6,
9, 12, 15, etc., months CA)9, 12, 15, etc., months CA) Each child has a growth trajectory (rate Each child has a growth trajectory (rate
of growth and mean level)of growth and mean level) Calculate the average (or program) Calculate the average (or program)
trajectory (rate of growth and mean trajectory (rate of growth and mean level)level)
Monitoring Programs Monitoring Programs (continued)(continued)
Children below expected rate of Children below expected rate of growth - assess monthly and growth - assess monthly and provide (ramp up) intervention.provide (ramp up) intervention.
Continue monthly progress Continue monthly progress monitoring and continue monitoring and continue intervention decision makingintervention decision making
Growth in Expressive Communication
-5
0
5
10
15
20
253 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39
Age at Measurement
Exp
ress
ive
Com
mun
icat
ion
Rat
e
Norm
P1
P2
P3
P1 = Growing at .31 responses per monthP2 = Growing at .51 responses per monthP3 = Growing at .60 responses per month
Interpreting ResultsInterpreting Results
Data handling toolsData handling tools– MS-Excel SpreadsheetMS-Excel Spreadsheet– MS-Excel TemplateMS-Excel Template– ECI WebsiteECI Website
Decision makingDecision making
ECI MS-Excel Data Entry and ECI MS-Excel Data Entry and Analysis WorkbookAnalysis Workbook
MS-Excel diskMS-Excel disk– Example.xlsExample.xls– Template.xltTemplate.xlt
Individual child and workbook Individual child and workbook progress monitoring exampleprogress monitoring example– Tab 1- InstructionsTab 1- Instructions– Tab 2 - NormsTab 2 - Norms– Tab 3 - IdentificationTab 3 - Identification– Tab 4 - Intervention ProgressTab 4 - Intervention Progress
ECI MS-Excel Data Entry and ECI MS-Excel Data Entry and Analysis Workbook ExampleAnalysis Workbook Example
Data entryData entry Changing tabsChanging tabs IdentificationIdentification Intervention monitoringIntervention monitoring
ECI MS-Excel Data Entry and ECI MS-Excel Data Entry and Analysis Workbook ExampleAnalysis Workbook Example
ECI Growth parametersECI Growth parameters
Mean level = average of scoresMean level = average of scores Slope = amount of “goes up’ness”Slope = amount of “goes up’ness” Important and Constantly Asked Important and Constantly Asked
Questions:Questions:– Is the average at this age within Is the average at this age within
expectation?expectation?– Is the slope positive (not negative, Is the slope positive (not negative,
not flat)?not flat)?
Coming Soon: The ECI Web Coming Soon: The ECI Web SiteSite
Web site to support the ECIWeb site to support the ECI– ECI informationECI information– Instrument downloadingInstrument downloading– data entry and analysis servicedata entry and analysis service
Training and ongoing technical Training and ongoing technical assistance will be availableassistance will be available
Available after September 15, Available after September 15, 20022002
Indicators of Growth and Development Indicators of Growth and Development (IGDI’s) for Infants and Toddlers: The (IGDI’s) for Infants and Toddlers: The Official Home PageOfficial Home Page General InformationGeneral Information
– What is an IGDI?What is an IGDI?– How might one use an IGDI to monitor How might one use an IGDI to monitor
individual child progress?individual child progress?– How might one use an IGDI to monitor How might one use an IGDI to monitor
individual program progress?individual program progress?– How do I get started?How do I get started?– What are the costs?What are the costs?
Using IGDI’s to make Decisions about Using IGDI’s to make Decisions about Progress Learning to use an IGDIProgress Learning to use an IGDI
Certification as a Qualified/Trained UserCertification as a Qualified/Trained User Related Articles, Publications, and SourcesRelated Articles, Publications, and Sources
Indicators of Growth and Development Indicators of Growth and Development (IGDI’s) for Infants and Toddlers: The (IGDI’s) for Infants and Toddlers: The Official Home PageOfficial Home Page FAQSFAQS
– What services are provided by this web site?What services are provided by this web site?– Who can use this web site?Who can use this web site?– How do I sign up?How do I sign up?– How do I become a trainer?How do I become a trainer?– How can I contribute data and obtain the How can I contribute data and obtain the
services of this web site?services of this web site? Web Site Contact InformationWeb Site Contact Information
– Institute for Life Span Studies (URL)Institute for Life Span Studies (URL)– State of Kansas Early Head Start Programs State of Kansas Early Head Start Programs
(URL)(URL) Certified Trainers Contact InformationCertified Trainers Contact Information Other Websites and Links of InterestOther Websites and Links of Interest
Web-Based ProgramWeb-Based Program Using IGDI’s to make decisionsUsing IGDI’s to make decisions Instruments availableInstruments available Assessor qualification and training Assessor qualification and training
data system leading to certificationdata system leading to certification Child performance data systemChild performance data system
– Set up, entrySet up, entry Child/program performance reportsChild/program performance reports
– Graphic and normative growth Graphic and normative growth trajectoriestrajectories
For More InformationFor More Information
[email protected]@ku.edu http://http://www.jgcp.ku.eduwww.jgcp.ku.edu// http://ici2.umn.edu/ecri/http://ici2.umn.edu/ecri/
More information can be obtained More information can be obtained from: from: http://ici2.umn.edu/ecri/sitemap.html