Update on the EMI for Infants and Toddlers

Autor/inn/en	Greenwood, Charles R.; Walker, Dale; Buzhardt, Jay; Irvin, Dwight; Schnitz, Alana G.; Jia, Fan
Titel	Update on the EMI for Infants and Toddlers
Quelle	38 (2018) 2, S.105-117 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Greenwood, Charles R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Screening Tests; Early Intervention; Infants; Toddlers; Preschool Teachers; Preschool Children; Psychomotor Skills; Child Development; Motion; At Risk Persons; Test Validity; Test Reliability; Statistical Analysis; Educational Legislation; Equal Education; Federal Legislation; Students with Disabilities + Suchen Sie Ihr Suchwort? Screening-Verfahren; Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Psychomotorische Aktivität; Kindesentwicklung; Bewegungsablauf; Risikogruppe; Testvalidität; Testreliabilität; Statistische Analyse; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Universal screening and progress monitoring measures are increasingly of interest to early interventionists who make decisions about the services provided to young children. A measure of infant-toddlers' growth in early movement, the "Early Movement Indicator (EMI)," was reported in 2002. However, the EMI has remained an experimental measure based on a small sample and not used broadly by practitioners in real-world programs. We addressed this limitation by advancing knowledge the EMIs scalability through a website and improved psychometrics in a large sample. Results indicated that the EMI was (a) scalable evidenced by a large volume of early childhood staff users in programs in five states with 628 children and 2,258 individual EMI assessments, (b) sensitive to growth over time, (c) comprised of a complex continuum of skill development, and (d) influenced by moderators (i.e., home language, Individual Family Service Plan [IFSP] status). Implications for research and practice are discussed. [This article was published in "Topics in Early Childhood Special Education" (EJ1185519).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01