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Technical Reports, Manuscripts, and Presentations
We provide the following dissemination products in an effort to communicate
results of our research efforts on a continuous basis.
While we encourage the use of information detailed in the documents listed
below, we kindly ask to receive credit whenever the contents of these
documents are displayed or disseminated to others. Please credit the Early
Childhood Research Institute on Measuring Growth and Development, funded
through the Office of Special Education and Rehabilitative Services, U.S.
Department of Education (Grant No.: H024S60010).
- Accountability Systems for Children Between Birth and Age Eight
html or pdf
- Selection of General Growth Outcomes for Children Between Birth and
Age Eight
html or pdf
- National Survey to Validate General Growth Outcomes for Children Between
Birth and Age Eight
html or pdf
- Research and Development of Individual Growth and Development Indicators
for Children Between Birth and Age Eight
html or pdf
- Research and Development of Exploring Solutions Assessments for Children
Between Birth and Age Eight
html or pdf
- Theoretical Foundations of the Early Childhood Research Institute
on Measuring Growth and Development: An Early Childhood Problem-Solving
Model
html or pdf
- Family Outcomes in a Growth and Developmental Model
html or pdf
- Psychometric Characteristics of Individual Growth and Development Indicators: Picture Naming, Rhyming, and Alliteration
html or pdf
Manuscripts (available in
pdf  only)
Abstract: Proficiency in expressive communication is an important outcome
in early childhood necessary for cognitive and social development. In
two studies, this manuscript reports the development of an experimental
measure for assessing growth in expressive communication in children birth
to three years. The measure was developed using general outcome measurement
(GOM) procedures (Deno, 1997; Fuchs & Deno, 1991). GOMs are uniquely appropriate
for use in the identification of children having difficulty acquiring
a socially valid outcome, like expressive communication, and evaluating
the effectiveness of interventions for these children. Results from a
sample of 25 infants and toddlers in Study I demonstrated the development
and feasibility of these measures. Results from a sample of 50 infants
and toddlers repeatedly assessed for nine months in Study II indicated
that the measure displayed adequate psychometric properties of reliability
and validity and was sensitive to growth over time. Implications for use
are discussed.
Overview: Public policy (PL 99-457, amended by PL 102-119) mandates that
preschool aged children with disabilities and their families receive early
intervention services, and many states have extended these services to
families with infants and toddlers (DEC, 1993). While states vary with
regard to the ways in which they identify and serve infants and toddlers
with developmental needs, the school psychologist often serves a key role
in determining eligibility for services, linking children and families
to appropriate interventions, and then determining whether interventions
are truly meeting children's and families' needs. This chapter focuses
on the role of the school psychologist in carrying out those functions.
Specifically, the paper will describe the basic knowledge and skills school
psychologists need in addressing the unique challenges in assessing infants
and young children. Then the chapter focuses on the emerging area of assessing
early intervention results and offers a specific approach for progress
monitoring for infants and toddlers being developed by the Early Childhood
Research Institute on Measuring Growth and Development (ECRI-MGD).
Overview: This chapter describes Individual Growth and Development Indicators
for preschool-aged children. Preschool Individual Growth and Development
Indicators (or IGDIs) are quick, efficient, and repeatable measures of
correlates or components of developmental performance designed for use
with children 30 to 66 months of age. Preschool IGDIs sample child performance
in each major developmental domain (i.e., language, social, cognitive,
motor, and adaptive), with a special emphasis on assessment related to
long-term developmental outcomes that are common across the early childhood
years, are functional, and are related to later competence in home, school,
and community settings. Preschool IGDIs are one of a growing class of
general outcome measures (like curriculum-based measurement) for monitoring
child development and achievement and for producing data that support
an ongoing and comprehensive decision-making or problem-solving model
of assessment and intervention.
- Council for Exceptional Children (CEC) Convention,
April 21, 2001, Kansas City, MO (handout)
- National Early Childhood Technical Assistance
System (NEC*TAS) Meeting, February 27, 2001, Washington, D.C. (handout)
- Division of Early Childhood (DEC) Conference,
December 8, 2000, Albuquerque, NM
- Council for Exceptional Children
(CEC) Convention, April 7, 2000, Vancouver, BC (handout)
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