Developing a General Outcome Measure of Growth in the Expressive Communication of Infants and Toddlers

摘要: Abstract. Proficiency in expressive communication is an important outcome early childhood necessary for cognitive and social development. The development of experimental measure assessing growth children from birth to 3 years age described. was developed using general measurement (GOM) procedures (Deno, 1997; Fuchs & Deno, 1991). GOMs are uniquely appropriate use the identification having difficulty acquiring a socially valid outcome, such as communication, evaluating effectiveness interventions these children. Results sample 25 infants toddlers assessed once Study I demonstrated feasibility measures. 50 monthly 9 months II indicated that displayed adequate psychometric properties reliability validity sensitive over time. Implications practice discussed. One most skills child must develop during (Bates, O'Connell, Shore, 1987; Kaiser, 1993). Children need gather information, grow cognitively, interact appropriately with others their environment (Crais Roberts, 1996; Walker, Greenwood, Hart, Carta, 1994). Expressive form gazing at caregivers, gesturing, babbling emerges behavior young long before spoken language (McCathren, Warren, Yoder, Tomasello Farrar, 1986). Delayed can lead additional developmental problems. delays often experience problems literacy, school achievement, behavioral development, establishing relationships friends family (McCathren et al., Schuele, 1999). Nonetheless, not identified until preschool because reliance on assessment only (Wetherby Prizant, 1992). Communication one prevalent reasons referring special education services (Marcovitch, Chiasson, Ushycky, Goldberg, MacGregor, 1996). At least 70% disabilities have impairments 1993b) 12% all provided 1995 were speech (U.S. Department Education, 1998). Consequently, it vital be made possible provide intervention services. also at-risk later other (Fey, Catts, Larrivee, 1995). These include result frustration they communicating needs, wants, ideas (Conroy Brown, 1997), reading academic difficulties 1993b; Scarborough Dobrich, Research indicates who receive improved (Yoder 1999), may reduced risk failure (e.g., reading), thus preventing future (Cole, Dale, Mills, However, equally effective Practitioners select evidence-based employ some method evaluate effectiveness. To ensure designed improve children's effective, measures used frequently monitor progress show time needed. Part C Individuals Disabilities Education Act (IDEA) 1997 requires evaluation conducted determine child's initial continuing eligibility his or her level functioning across domains. …