In an effort to communicate results of our research efforts on a continuous basis, we have linked the following dissemination products to this site. If you wish to view the complete text of any of these dissemination products, please click on the applicable link(s), if available. Important Note: While the Early Childhood Research Institute on Measuring Growth and Development encourages the use of information detailed in the documents linked below, we kindly ask to receive credit whenever the contents of these documents are displayed or disseminated to others.
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If you wish to receive a paper copy of any of these dissemination products, please contact: Scott McConnell, Early Childhood Research Institute on Measuring Growth and Development, Education Sciences Building, 56 East River Road, Minneapolis, MN 55455, (612) 624-6365.
Technical Report #1: Accountability Systems for Children Between Birth and Age Eight
Abstract: Proficiency in expressive communication is an important outcome in early childhood necessary for cognitive and social development. In two studies, this manuscript reports the development of an experimental measure for assessing growth in expressive communication in children birth to three years. The measure was developed using general outcome measurement (GOM) procedures (Deno, 1997; Fuchs & Deno, 1991). GOMs are uniquely appropriate for use in the identification of children having difficulty acquiring a socially valid outcome, like expressive communication, and evaluating the effectiveness of interventions for these children. Results from a sample of 25 infants and toddlers in Study I demonstrated the development and feasibility of these measures. Results from a sample of 50 infants and toddlers repeatedly assessed for nine months in Study II indicated that the measure displayed adequate psychometric properties of reliability and validity and was sensitive to growth over time. Implications for use are discussed.
Overview: Public policy (PL 99-457, amended by PL 102-119) mandates that preschool aged children with disabilities and their families receive early intervention services, and many states have extended these services to families with infants and toddlers (DEC, 1993). While states vary with regard to the ways in which they identify and serve infants and toddlers with developmental needs, the school psychologist often serves a key role in determining eligibility for services, linking children and families to appropriate interventions, and then determining whether interventions are truly meeting children’s and families’ needs. This chapter focuses on the role of the school psychologist in carrying out those functions. Specifically, the paper will describe the basic knowledge and skills school psychologists need in addressing the unique challenges in assessing infants and young children. Then the chapter focuses on the emerging area of assessing early intervention results and offers a specific approach for progress monitoring for infants and toddlers being developed by the Early Childhood Research Institute on Measuring Growth and Development (ECRI-MGD).
Overview: This chapter describes Individual Growth and Development Indicators for preschool-aged children. Preschool Individual Growth and Development Indicators (or IGDIs) are quick, efficient, and repeatable measures of correlates or components of developmental performance designed for use with children 30 to 66 months of age. Preschool IGDIs sample child performance in each major developmental domain (i.e., language, social, cognitive, motor, and adaptive), with a special emphasis on assessment related to long-term developmental outcomes that are common across the early childhood years, are functional, and are related to later competence in home, school, and community settings. Preschool IGDIs are one of a growing class of general outcome measures (like curriculum-based measurement) for monitoring child development and achievement and for producing data that support an ongoing and comprehensive decision-making or problem-solving model of assessment and intervention.
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