Advances in the Technical Adequacy of the Early 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 Problem-Solving Indicator Progress Monitoring Measure for Infants and Toddlers
Quelle	In: Topics in Early Childhood Special Education, 42 (2023) 4, S.289-301 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Greenwood, Charles R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/02711214221129237
Schlagwörter	Infants; Problem Solving; Child Development; Cognitive Development; School Readiness; Early Intervention; Preschool Teachers; Preschool Education; Reliability; Age Differences; Disabilities; Gender Differences; Native Language; Toddlers; Play; Toys; Measurement Techniques; Profiles; Decision Making + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Problemlösen; Kindesentwicklung; Kognitive Entwicklung; Readiness for school; School ability; Schulreife; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Reliabilität; Age; Difference; Age difference; Altersunterschied; Handicap; Behinderung; Geschlechterkonflikt; Infants; Spiel; Toy; Spielzeug; Messtechnik; Charakterisierung; Profilanalyse; Decision-making; Entscheidungsfindung
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 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. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01