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Develop advanced measurement systems to inform and improve practice Classroom-based observation​ PI Duration Sponsor

Validation of Cognitive Problem-Solving and Movement Infant-Toddler IGDIs for Screening and General Outcome Progress Monitoring​

 Walker, D., Greenwood, C., Buzhardt, J.


USDE - R324A150166


Brief Description: The purpose of this project is to advance the validity claims and psychometric

properties of two experimental Individualized Growth and Development Indicators (IGDIs): the Early Cognitive Problem Solving (EPSI) and the Early Movement Indicator (EMI). These measures are designed for screening and general outcome progress monitoring for intervention decision making with infants and toddlers with and without disabilities. This project addresses research gaps identified by IES to: a) Ensure that children with or at risk for disability can be identified early to facilitate access to appropriate services leading to developmental and school readiness outcomes; b) Address the need for measures that are valid for testing cognitive processes associated with learning in children with disabilities or at risk for cognitive impairment; and c) Improve professional development optimizing development and skill acquisition.

We are conducting a systematic longitudinal study to establish the validity and reliability of the EPSI and EMI and the key skills that they measure. We propose to address the following research questions: 1) What are the normative benchmarks by age for each IGDI key skill and total score? 2) Are IGDIs sensitive to growth and change over time? 3) Are IGDIs sensitive to moderators (implementation fidelity, disability, gender, dual language)? 4) Do key skills comprising each IGDI support a continuum of growth and change over time? 5) Are patterns of growth for each IGDI key skill equivalent across samples? 6) What is the concurrent and predictive validity of each IGDI? 7) What is the predictive utility of each IGDI as they relate to screening decisions?

Benefits of this project will be improved empirical evidence that EPSI and EMI data can be reliably and accurately collected across diverse early childhood settings, that the IGDIs measure the intended constructs, are sensitive to key skill development and predictive of later skills necessary for school success.



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