Technology to Facilitate Progress Monitoring of Infant–Toddler Growth and Development: Measuring Implementation in Community-Based Agencies

Abstract

Despite evidence that frequent progress monitoring to identify children at-risk of delays and inform early intervention services improves child outcomes, this practice is rare in infant–toddler settings where children could benefit the most from early intervention. Using a descriptive research design within an Implementation Science framework, we evaluated how 10 community-based infant–toddler agencies implemented a standardized progress monitoring assessment using a web application to monitor children’s growth and identify children at-risk for delay. An Implementation Index was developed to quantify implementation progress for each agency, which included their percent of tasks completed, and rate of task implementation over time. Staff turnover and high staff:child ratios were associated with low implementation of progress monitoring. The Implementation Index differentiated between agencies that otherwise demonstrated similar implementation rates. Implications for supporting progress monitoring and other evidence-based practices in community-based infant–toddler childcare settings are discussed.

Advances in the Technical Adequacy of the Early Problem-Solving Indicator Progress Monitoring Measure for Infants and Toddlers

“…Briefly, the sequence of development of each infant-toddler IGDI has proceeded as follows: (a) Building out a prototype measure using CTT and testing proof of concept and pilot psychometrics in a small sample of children with the assessments administered by research staff (Carta et al, 2004; Greenwood et al, 2002; Greenwood, Walker, et al, 2006; Luze et al, 2001); (b) improving the measure based on these results and refinement of protocols (Greenwood, Carta, et al, 2006; Greenwood et al, 2013); (c) development of web tools that support program staff efforts to be certified assessors, coders who score performance, and reporters and users of the results with caregivers (Buzhardt et al, 2011, 2022); (d) testing use of the IGDI in a larger number of programs and children supported by website tools for program, and data management (Greenwood et al, 2010, 2018, 2020), (e) testing sensitivity to intervention effects (Buzhardt et al, 2018, 2020), and (f) psychometric studies including invariance test in large, time-displaced samples (Greenwood et al, 2013, 2020).…”

Sosialisasi Platform Berbasis Teknologi dalam Meningkatkan Pemahaman Dosen dan Mahasiswa terhadap Pembelajaran Bahasa Arab di Era Society 5.0

“…Karena pendidikan di era society seperti saat ini mesti respek dan responsive terhadap keberadaan teknologi (Saykili, 2019); (Lestari & Santoso, 2019); (Ritonga, Sobhan, et al, 2022). Pengelola dan praktisi pendidikan yang tidak merespon teknologi akan menyebabkan keterbelakangan (Qureshi et al, 2021), dikatakan demikian karena pengelolaan, pelayanan dan pelaksanaan yang terkait dengan pendidikan pada saat ini dibutuhkan bantuan perangkat teknologi (Facer & Selwyn, 2021); (Buzhardt et al, 2022).…”

Assistance In The Use And Utilization Of Posyandu Applications For Monitoring Toddler Growth And Development For Posyandu Cadres In Bulak Village Surabaya City, East Java

“…analysis, design, coding, and then testing the application[4]. The main focus of the work of Buzhardt, JayLeonard, and Julia is to evaluate the adoption and implementation of progress-monitoring practices by infanttoddler-based centers[5]. A different method carried out by Muliyana, et al is to research midwives using the Posyandu application.…”