Literaturnachweis - Detailanzeige
Autor/inn/en | Greenwood, Charles R.; Walker, Dale; Buzhardt, Jay; Irvin, Dwight; Schnitz, Alana G.; Jia, Fan |
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Titel | Update on the EMI for Infants and Toddlers |
Quelle | In: Topics in Early Childhood Special Education, 38 (2018) 2, S.105-117 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | ORCID (Greenwood, Charles R.) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0271-1214 |
DOI | 10.1177/0271121418777290 |
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 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 |
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. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/4/11 |