Advances in the Technical Adequacy of the Early Problem-Solving Indicator Progress Monitoring Measure for Infants and Toddlers.
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 the...
| Publicado en: | Topics in Early Childhood Special Education Vol. 42; no. 4; pp. 289 - 302 |
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| Autores principales: | , , , , , |
| Formato: | equations & formulas research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Feb2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=161687900&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 161687900 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02711214 TCS jtl: Topics in Early Childhood Special Education issn: 02711214 maglogo: N pubinfo: dt: Feb2023 vid: 42 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 161687900 159782931 161687900 161687900 10.1177/02711214221129237 161687900 ppf: 289 ppct: 13 formats: tig: atl: Advances in the Technical Adequacy of the Early Problem-Solving Indicator Progress Monitoring Measure for Infants and Toddlers. aug: au: Walker, Dale Buzhardt, Jay Jia, Fan Schnitz, Alana Irvin, Dwight W. Greenwood, Charles R. affil: The University of Kansas, Kansas City, USA sug: subj: Problem Solving Evaluation Cognition Evaluation Skill Acquisition Evaluation Infant Development Disorders Diagnosis Child Development Disorders Diagnosis Infant Development Disorders Therapy Child Development Disorders Therapy Early Childhood Intervention Health Screening Methods Growth Evaluation Clinical Assessment Tools Children with Disabilities Language Sex Factors Instrument Validation Human Male Female Infant Child, Preschool Descriptive Statistics Chi Square Test Models, Statistical Validation Studies Caregivers Funding Source Comparative Studies Test Taking Play and Playthings Task Performance and Analysis Professional Practice, Evidence-Based Effect Size Pearson's Correlation Coefficient Confidence Intervals Infant: 1-23 months Child, Preschool: 2-5 years Male Female ab: 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. pubtype: Academic Journal doctype: equations & formulas research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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