Developing a General Outcome Measure of Growth in the Cognitive Abilities of Children 1 to 4 Years Old: The Early Problem-Solving Indicator

Greenwood, Charles R.; Walker, Dale; Carta, Judith J.; Higgins, Susan

doi:10.1080/02796015.2006.12087960

Cited by 41 publications

(34 citation statements)

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“…Frequency of self-initiated problem solving was assessed using the Assessment of Problem Solving in Play (APSP), a modification of the Early Problem Solving Indicator for infants with motor impairments. 26 , 27 Infants interacted with 3 toy sets each for 2 minutes while in supported sitting. Behavioral coding documented the frequency of 5 behaviors: look, simple explore, complex explore, function, or solution.…”

Section: Methodsmentioning

confidence: 99%

START-Play Physical Therapy Intervention Impacts Motor and Cognitive Outcomes in Infants With Neuromotor Disorders: A Multisite Randomized Clinical Trial

et al. 2020

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Objective Our objective was to evaluate the efficacy of the Sitting Together and Reaching to Play (START-Play) intervention in young infants with neuromotor disorders. Method This randomized controlled trial compared usual care early intervention (UC-EI) with START-Play plus UC-EI. Analyses included 112 infants with motor delay (55 UC-EI, 57 START-Play) recruited at 7 to 16 months of age across 5 sites. START-Play included twice-weekly home visits with the infant and caregiver for 12 weeks provided by physical therapists trained in the START-Play intervention; UC-EI was not disrupted. Outcome measures were the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley); the Gross Motor Function Measure; reaching frequency; and the Assessment of Problem Solving in Play (APSP). Comparisons for the full group as well as separate comparisons for infants with mild motor delay and infants with significant motor delay were done. Piecewise linear mixed modeling estimated short- and long-term effects. Results For infants with significant motor delay, positive effects of START-Play were observed at 3 months for Bayley cognition, Bayley fine motor, and APSP and at 12 months for Bayley fine motor and reaching frequency outcomes. For infants with mild motor delay, positive effects of START-Play for the Bayley receptive communication outcome were found. For the UC-EI group, the only difference between groups was a positive effect for the APSP outcome, observed at 3 months. Conclusions START-Play may advance reaching, problem-solving, cognitive, and fine motor skills for young infants with significant motor delay over UC-EI in the short term. START-Play in addition to UC-EI may not improve motor/cognitive outcomes for infants with milder motor delays over and above usual care. Impact Concepts of embodied cognition, applied to early intervention in the START-Play intervention, may serve to advance cognition and motor skills in young infants with significant motor delays over usual care early intervention. Lay Summary If you have a young infant with significant delays in motor skills, your physical therapist can work with you to develop play opportunities to enhance your child’s problem-solving, such as that used in the START-Play intervention, in addition to usual care in order to help your child advance cognitive and motor skills.

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Section: Methodsmentioning

confidence: 99%

START-Play Physical Therapy Intervention Impacts Motor and Cognitive Outcomes in Infants With Neuromotor Disorders: A Multisite Randomized Clinical Trial

et al. 2020

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“…Ideal implementation of any curriculum would allow for equivalent opportunities to practice prior to measuring student performance. Interventionists and educators should be aware of differing practice opportunities and use this information in the appropriate interpretation of the data to make effective intervention decisions (Cummings et al, 2008; Greenwood et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…In pilot tests with 57 children (9 with reported disabilities), results supported the utility and sensitivity of the measure to distinguish developmental differences between groups and individuals. Greenwood, Walker, Carta, and Higgins (2006) also used the GOM framework to evaluate growth and development of problem solving with the Early Problem Solving Indicators (EPSI). Initially, the authors selected and described general outcomes to target, and then identified authentic situations for replication to measure outcomes.…”

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confidence: 99%

A Preliminary Examination of a General Social Outcome Measure

Stichter

Herzog

O’Connor

et al. 2012

Assessment for Effective Intervention

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Individuals with Pervasive Developmental Disorders (PDD) have social competence impairments that can result in negative adult outcomes. Despite considerable research on social skills training, little is available to evaluate these programs. This study describes the development, administration, and utility of a progress-monitoring tool for assessing social skill constructs. The General Social Outcome Measure (GSOM) was developed to capture change in social competence abilities. The GSOM assessed students before, during, and after a scaffolded five-unit social competence intervention (SCI) for youth (ages 10-15 years) with PDD. Repeated measures ANOVAs on GSOM scores (N = 42) revealed significant changes. This study provides initial direction for the design and use of performance-based assessments, such as the GSOM, for effective decision making in the evaluation of SCIs.

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“…Problem solving encompasses a self-directed, cognitive behavioral process in which an individual seeks to identify or discover solutions for problems that arise throughout everyday life (D’Zurilla, Nezu, & Maydeu-Olivares, 2004). Specifically, this process is commonly known as the ability to (a) recognize a task, activity, or problem; (b) generate and apply the most appropriate solution(s) to the identified problem; and (c) evaluate the effectiveness of the identified solution(s) to solve the problem (Greenwood, Walker, Carta, & Higgins, 2006; Palmer & Wehmeyer, 2003). Demonstrating proficiency in the problem-solving process allows an individual to function independently throughout daily life activities, such as getting ready in the morning, attending to school tasks, and socially engaging with others.…”

Section: Problem Solving Definedmentioning

confidence: 99%

Problem Solving in the Early Years

Diamond

2017

Intervention in School and Clinic

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Problem solving is recognized as a critical component to becoming a self-determined individual. The development of this skill should be fostered in the early years through the use of age-appropriate direct and embedded activities. However, many early childhood teachers may not be providing adequate instruction in this area. This column provides a summary of the importance of problem-solving instruction for young children with disabilities and outlines interventions to promote the development of this skill.

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Developing a General Outcome Measure of Growth in the Cognitive Abilities of Children 1 to 4 Years Old: The Early Problem-Solving Indicator

Cited by 41 publications

References 0 publications

START-Play Physical Therapy Intervention Impacts Motor and Cognitive Outcomes in Infants With Neuromotor Disorders: A Multisite Randomized Clinical Trial

START-Play Physical Therapy Intervention Impacts Motor and Cognitive Outcomes in Infants With Neuromotor Disorders: A Multisite Randomized Clinical Trial

A Preliminary Examination of a General Social Outcome Measure

Problem Solving in the Early Years

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