Remote Use of "Individual Growth and Development Indicators" (IGDIs) for Infants and Toddlers

Autor/inn/en	Greenwood, Charles R.; Higgins, Susan; McKenna, Meaghan; Buzhardt, Jay; Walker, Dale; Ai, Jun; Irvin, Dwight W.; Grasley-Boy, Nikki
Titel	Remote Use of "Individual Growth and Development Indicators" (IGDIs) for Infants and Toddlers
Quelle	In: Journal of Early Intervention, 44 (2022) 2, S.168-189 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Greenwood, Charles R.) ORCID (Buzhardt, Jay) ORCID (Irvin, Dwight W.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/10538151211057552
Schlagwörter	Screening Tests; Progress Monitoring; Infants; Toddlers; COVID-19; Pandemics; Early Intervention; Videoconferencing; Child Development; Scores; Evaluation Methods; Computer Assisted Testing; Parent Attitudes; Developmental Disabilities; Intellectual Disability; Kansas + Suchen Sie Ihr Suchwort? Screening-Verfahren; Infant; Toddler; Toddlers; Kleinkind; Infants; Kindesentwicklung; Elternverhalten; Entwicklungsstörung; Intellect; Disability; Disabilities; Verstand; Behinderung
Abstract	Universal screening and progress monitoring are evidence-based practices in early intervention/early childhood special education (EI/ECSE). Individual Growth and Development Indicators (IGDIs) for infants/toddlers are measures that programs can use for universal screening, progress monitoring, intervention decision-making, and accountability. Prior to the COVID-19 pandemic, IGDIs were administered and scored exclusively in person by certified early educators. Because of COVID-19, EI/ECSE practitioners could no longer conduct in-person assessments. We report how two early intervention programs implemented IGDIs using remote protocols that included (a) preparation of parents for IGDI administration at home, (b) session observation by program staff using videoconferencing, and (c) remote coding of the child's performance by program staff when interacting with a parent/caregiver play partner using the standard toy set. The remote protocols are described, and uptake by the programs is compared before and during the pandemic. Equivalence of children's scores from in-person versus remote protocols is reported, as well as caregivers' and program staff's preferences. Implications for remote early childhood services are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01