婴幼儿早期问题解决指标进度监测措施的技术充分性研究进展

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2022-10-22 DOI:10.1177/02711214221129237

D. Walker, J. Buzhardt, Fan Jia, Alana G. Schnitz, Dwight W. Irvin, C. Greenwood

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引用次数: 0

摘要

参与、专注和坚持完成任务是学校成功所需的技能之一。跟踪孩子是否正在学习认知解决问题的技能，对于了解他们是否正在获得对发展和入学准备重要的技能至关重要；如果没有，他们如何应对早期干预。2614名儿童（6-42岁）的数据记录了早期问题解决指标（EPSI）的使用情况月龄）。结果表明，EPSI（a）可在项目、评估员和评估场合中扩展，（b）可靠，（c）对几个月后的成长敏感，（d）随着时间的推移，在技能内部和技能之间形成了一个动态的连续体，（e）受儿童残疾状况的调节，但不受性别或家庭语言的调节。讨论了对研究和实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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

Engaging, focusing, and persisting in the completion of tasks are among the skills needed for school success. Tracking whether a child is learning cognitive problem-solving skills is essential in knowing if they are acquiring skills important for development and school readiness; and if not, how they are responding to early intervention. Use of the Early Problem-Solving Indicator (EPSI) was documented by data for 2,614 children (6–42 months of age) collected by the early childhood staff from 45 programs. Results indicated that the EPSI was (a) scalable across programs, assessors, and assessment occasions, (b) reliable, (c) sensitive to growth over months of age, (d) comprised a dynamic continuum of skills within and across skills over time, and (e) moderated by children’s disability status but not gender or home language. Implications for research and practice are discussed.

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来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

期刊介绍： Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.