Update on the EMI for Infants and Toddlers

Greenwood, Charles R.; Walker, Dale; Buzhardt, Jay; Irvin, Dwight; Schnitz, Alana G.; Fan, Junwei

doi:10.1177/0271121418777290

Cited by 8 publications

(12 citation statements)

References 40 publications

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“…The finding provided support to ESIs claim of construct validity because lower ESI performance was consistent with expectation of children with a documented disability. Lower performance by infants and toddlers with IFSPs have been reported for the other IGDI measures (Early Communication Indicator [ECI]—Greenwood et al, 2010; Early Movement Indicator [EMI]—Greenwood et al, 2018; Early Problem-Solving Indicator [EPSI]—Greenwood et al, 2006). Collectively, these findings represent a further understanding of how social behaviors emerge in the first years as well as how the ESI performs with differences in child respondents and conditions of administration (Carta et al, 2004; Halle & Darling-Churchill, 2016).…”

Section: Discussionmentioning

confidence: 92%

“…The Early Social Indicator (ESI ) is one of four Individual Growth and Development Indicators (IGDIs) for infants and toddlers designed for use in MTSS (Carta et al, 2004, 2010). In addition to the ESI, the suite of IGDIs assesses progress in Early Communication (Greenwood et al, 2010), Early Movement (Greenwood et al, 2018), and Early Cognitive Problem-Solving (Carta et al, 2004). The ESI is an observation of a child’ social engagement with a familiar adult and peer during a 6-min play session with an authentic toy set.…”

Section: The Early Social Indicatormentioning

confidence: 99%

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Progress Toward an Early Social Indicator for Infants and Toddlers

Greenwood

Carta

Schnitz

et al. 2020

Journal of Early Intervention

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Measures of young children’s social development are needed in the Multi-Tier System of Supports (MTSS) approach to early childhood. In 2004, we reported initial development of an observational measure of infants’ and toddlers’ social skills designed for early educators, the Early Social Indicator (ESI). Here, we report preliminary findings on the ESI’s feasibility, sustainability, and sensitivity to growth in social engagement based on a large, multiyear sample of children in one early childhood program that agreed to pilot the measure. Results indicated that ESI use by program staff was sustained over a 5-year period. Program staff were reliable coding a range of children’s positive and negative nonverbal and verbal social skills. However, staff were not reliable when coding the target of a child’s social response when it was not the Adult play partner (i.e., the Peer, or Nondirected target). Results documented sensitivity to growth over time, dynamic patterns of change within and across key skills consistent with the typical course of social development, and moderation by children’s home language and Individual Family Service Plan (IFSP) status. Implications are discussed.

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Section: Discussionmentioning

confidence: 92%

Section: The Early Social Indicatormentioning

confidence: 99%

Progress Toward an Early Social Indicator for Infants and Toddlers

Greenwood

Carta

Schnitz

et al. 2020

Journal of Early Intervention

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“…Prior studies have found that the observed dynamic relationship between these key skills is consistent with language development theory (Greenwood et al, 2013). For example, analyses of key skill growth trajectories consistently show accelerated rates of vocalizations until about 14 to 20 months of age, followed by a rapid decrease as single words develop; a similar rise and fall is observed for single words at about 30 to 36 months of age as children begin to use more multiple words (Greenwood et al, 2010, 2018).…”

Section: The Early Communication Indicator For Infants and Toddlersmentioning

confidence: 97%

Exploring Growth in Expressive Communication of Infants and Toddlers With Autism Spectrum Disorder

Buzhardt

Wallisch

Irvin

et al. 2021

Journal of Early Intervention

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One of the earliest indicators of autism spectrum disorder (ASD) is delay in language and social communication. Despite consensus on the benefits of earlier diagnosis and intervention, our understanding of the language growth of children with ASD during the first years of life remains limited. Therefore, this study compared communication growth patterns of infants and toddlers with ASD to growth benchmarks of a standardized language assessment. We conducted a retrospective analysis of growth on the Early Communication Indicator (ECI) of 23 infants and toddlers who received an ASD diagnosis in the future. At 42 months of age, children with ASD had significantly lower rates of gestures, single words, and multiple words, but significantly higher rates of nonword vocalizations. Children with ASD had significantly slower growth of single and multiple words, but their rate of vocalization growth was significantly greater than benchmark. Although more research is needed with larger samples, because the ECI was designed for practitioners to monitor children’s response to intervention over time, these findings show promise for the ECI’s use as a progress monitoring measure for young children with ASD. Limitations and the need for future research are discussed.

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“…Example applications of the ALD can be found in Greenwood, Carta, Walker, Hughes, and Weathers (2006, 2018, 2020), which studied the development of children's communication, movement, and social skills (e.g., Individual Growth and Development Indicators; Carta et al., 2010). In the studies, they used ALD to collect data across a wide age range (e.g., 6–36 months of age) by only measuring the participants for a few occasions (e.g., 3–5), allowing examining the change trajectories of these skills over the whole age span (Greenwood et al., 2006, 2018, 2020).…”

Section: Wave Level Planned Missingness Designsmentioning

confidence: 99%

Applying planned missingness designs to longitudinal panel studies in developmental science: An overview

Fan

2021

New Directions for Child and Adolescent Development

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Longitudinal panel studies are widely used in developmental science to address important research questions on human development across the lifespan. These studies, however, are often challenging to implement. They can be costly, time-consuming, and vulnerable to test-retest effects or high attrition over time. Planned missingness designs (PMDs), in which partial data are intentionally collected from all or some of the participants, are viable solutions to these challenges. This article provides an overview of several PMDs with potential utilities in longitudinal studies, including the multi-form designs, multi-method designs, varying lag designs, accelerated longitudinal designs, and efficient designs for analysis of change. For each of the designs, the basic rationale, design considerations, data analysis, advantages, and limitations are discussed. The article is concluded with some general recommendations to developmental researchers and promising directions for future research. K E Y W O R D S accelerated longitudinal designs, efficient designs, longitudinal studies, multi-form designs, planned missingness designs, twomethod designs, varying lag designs Longitudinal panel studies (also termed longitudinal survey studies) are widely used in developmental science to address important research questions on human development across the lifespan. Longitudinal panel studies involve repeatedly collecting measures of target outcomes (e.g., emotional outcomes, gender identity, child abuse, problematic

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Update on the EMI for Infants and Toddlers

Cited by 8 publications

References 40 publications

Progress Toward an Early Social Indicator for Infants and Toddlers

Progress Toward an Early Social Indicator for Infants and Toddlers

Exploring Growth in Expressive Communication of Infants and Toddlers With Autism Spectrum Disorder

Applying planned missingness designs to longitudinal panel studies in developmental science: An overview

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