Advances in the Technical Adequacy of the Early Cognitive Problem-Solving Indicator Progress Monitoring Measure for Infants and Toddlers

Autor/inn/en	Walker, Dale; Buzhardt, Jay; Jia, Fan; Schnitz, Alana; Irvin, Dwight W.; Greenwood, Charles R.
Titel	Advances in the Technical Adequacy of the Early Cognitive Problem-Solving Indicator Progress Monitoring Measure for Infants and Toddlers
Quelle	(2022), (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Greenwood, Charles R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Problem Solving; Infants; Toddlers; School Readiness; Measures (Individuals); Cognitive Ability; Child Development; Reliability; Disabilities; Gender Differences; Native Language; Federal Programs; Disadvantaged Youth; Preschool Education; Educational Legislation; Equal Education; Federal Legislation; Students with Disabilities; Evaluation Methods; Early Intervention + Suchen Sie Ihr Suchwort? Problemlösen; Infant; Toddler; Toddlers; Kleinkind; Infants; Readiness for school; School ability; Schulreife; Messdaten; Denkfähigkeit; Kindesentwicklung; Reliabilität; Handicap; Behinderung; Geschlechterkonflikt; Benachteiligter Jugendlicher; Pre-school education; Vorschulerziehung; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin
Abstract	Engaging, focusing, and persisting in the completion of tasks are among the skills needed for school success. Tracking whether a child is learning cognitive problem-solving skills is essential in knowing if they are acquiring skills important for development and school readiness; and if not, how they are responding to early intervention. Use of the Early Cognitive Problem-Solving Indicator (EPSI) was documented by data for 2,614 children (6-42 months of age) collected by the early childhood staff from 45 programs. Results indicated that the EPSI was (a) scalable across programs, assessors, and assessment occasions, (b) reliable, (c) sensitive to growth over months of age, (d) comprised a dynamic continuum of skills within and across skills over time, and (e) moderated by children's disability status but not gender or home language. Implications for research and practice are discussed. [This is the online version of an article published in "Topics in Early Childhood Special Education."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01