Using the Early Development Instrument to examine cognitive and non-cognitive school readiness and elementary student achievement

Davies, Scott; Janus, Magdalena; Duku, Eric; Gaskin, Ashley

doi:10.1016/j.ecresq.2015.10.002

Cited by 109 publications

(89 citation statements)

References 56 publications

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“…For example, the national Transforming Early Childhood Community Systems initiative helps to build the capacity of communities to improve school readiness among children entering kindergarten by using an aggregate measure of school readiness, the Early Development Instrument, to inform place-based interventions. 14,15 The vast majority of autism research and research funding to date has been focused on understanding person-level correlates of outcomes and clinical interventions to modify the behavior and skills of individuals on the spectrum. 3,16,17 interviews noted that postsecondary transition outcomes at a population level remain poor despite billions spent on research and interventions for modifying the development of young children.…”

Section: Resultsmentioning

confidence: 99%

A National Research Agenda for the Transition of Youth With Autism

et al. 2018

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In this article, we outline a national research agenda to improve the transition to adulthood among youth with autism. We synthesized the results from 5 interconnected sets of activities: (1) a scoping review of published autism research and research priority statements, (2) a series of key informant interviews with stakeholders, (3) a 2-day National Research Agenda meeting, (4) a modified Delphi survey of stakeholders, and (5) 2 formal reviews of published literature on autism and transition. We identified 2 overarching priorities to advance research about autism and transition: (1) increased focus on community- and systems-level factors that influence outcomes with population-level approaches to measuring outcomes and (2) greater involvement of people with autism in establishing research priorities, designing research studies, and producing study findings and recommendations. We discuss how the life course framework can guide future inquiry that addresses gaps in extant research.

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Section: Resultsmentioning

confidence: 99%

A National Research Agenda for the Transition of Youth With Autism

et al. 2018

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“…Still, it is widely accepted that school readiness is more than a strictly academic concept and also includes emotional, social, and behavioral domains (Blair & Raver, 2015;Davies et al, 2015). These other aspects of school readiness deserve attention as well.…”

Section: Discussionmentioning

confidence: 99%

“…Given extensive empirical evidence of links between SES and other variables of interest in the current study, in particular child language (Fernald, Marchman, & Weisleder, 2013), SES could inflate path estimates and is therefore an important confounder that we included in analyses. Finally, studies have often found higher language skills (Fenson et al, 1994), effortful control (Eisenberg et al, 2001, and school readiness (Davies et al, 2015) among girls. Accordingly, child sex was covaried as well.…”

Section: The Current Studymentioning

confidence: 99%

Maternal mind-mindedness and children’s school readiness: A longitudinal study of developmental processes.

Bernier¹,

McMahon²,

Perrier³

2017

Developmental Psychology

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This study aimed to test a 5-wave sequential mediation model linking maternal mind-mindedness during infancy to children’s school readiness in kindergarten through a serial mediation involving child language and effortful control in toddlerhood and the preschool years. Among a sample of 204 mother–child dyads, we assessed maternal mind-mindedness when children were aged 1 year, child expressive vocabulary at age 2, effortful control at ages 3 and 4, and finally cognitive school readiness in kindergarten. The results corroborated the model, suggesting that the prospective association between early mind-mindedness and later cognitive school readiness was entirely mediated by the proposed sequence of mediators, all of which were necessary to account for this longitudinal association. These findings suggest that the potential of parental mind-mindedness to support children’s cognitive development may have been underestimated, and that its putative positive influence may take the form of a developmental cascade unfolding during the preschool years and entailing the acquisition of basic skills that serve as building blocks for further learning and development.

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“…The availability of EDIbased developmental assessment for populations of children with special health needs at school entry in Canada and Australia provides an opportunity to monitor their development in the contexts of schools, neighbourhoods and communities, as well as in comparison to jurisdictional health, social and educational policies. 12 The EDI has been extensively validated for typically developing children in several countries 3,10,[13][14][15][16][17] and is predictive of academic achievement throughout early and middle childhood, 14,18,19 as well as social functioning. 20 To date, EDI-based research shows that children with special health needs consistently start school with poorer skills than typically developing children 2,3 and that the impact of special health needs' impairment is similar across countries.…”

Section: What This Paper Addsmentioning

confidence: 99%

“…The EDI has been extensively validated for typically developing children in several countries and is predictive of academic achievement throughout early and middle childhood, as well as social functioning . To date, EDI‐based research shows that children with special health needs consistently start school with poorer skills than typically developing children and that the impact of special health needs' impairment is similar across countries .…”

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confidence: 99%

Validation of the Early Development Instrument for children with special health needs

Janus

Zeraatkar

Duku

et al. 2018

J Paediatrics Child Health

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Aim Population‐level data on the development of children with special health needs attending primary school can assist special education, health and service delivery strategies. This study aims to determine whether results of the Early Development Instrument (EDI) can be interpreted and used with the same confidence for children with special health needs as for those who are typically developing. Psychometric properties of the EDI for kindergarteners with identified special health needs are examined. Methods Data for children with a special health need designation come from a database of all Canadian provincial implementations of the EDI between 2004 and 2014. Item and domain characteristics (distributions of scores and measures of internal consistency) of the EDI were examined. Construct validation was assessed by correlating EDI scores with gender and age. The fit of the original factor structure of the EDI was evaluated using confirmatory factor analysis. Results Data for 29 692 children (69.8% male) were analysed. The performance of items and domains was similar to that of typically developing children. As expected, boys scored lower on all EDI domains (Cohen's d: 0.03–0.46) and a general, but non‐significant, positive trend was observed between age and EDI scores. The factor structure of the EDI in this population yielded similar goodness‐of‐fit statistics as those reported in studies with typically developing children. Conclusion Results of this investigation support the validity of the EDI in children with special health needs, paving the way for a more extensive use of EDI data for this vulnerable, yet often neglected, population.

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Using the Early Development Instrument to examine cognitive and non-cognitive school readiness and elementary student achievement

Cited by 109 publications

References 56 publications

A National Research Agenda for the Transition of Youth With Autism

A National Research Agenda for the Transition of Youth With Autism

Maternal mind-mindedness and children’s school readiness: A longitudinal study of developmental processes.

Validation of the Early Development Instrument for children with special health needs

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