Evidence of a continuum in foundational expressive communication skills

Early Childhood Research Quarterly

Volumn 28, Issue 3, 2013, Pages 540-554

  Greenwood, Charles R ^a   Walker, Dale ^a   Buzhardt, Jay ^a   Howard, Waylon J ^a   McCune, Luke ^a   Anderson, Rawni ^a  

^a UNIVERSITY OF KANSAS   (United States)

Author keywords

Assessment; Communication; Infants and toddlers; Latent growth curve modeling

Indexed keywords

CHILD; COMMUNICATION SKILL; DECELERATION; DECISION MAKING; GROWTH CURVE; HEAD; HUMAN; HUMAN TISSUE; MODEL; TODDLER; VALIDATION PROCESS;

EID: 84988880751     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2013.02.006     Document Type: Article

References (91)

1. Acredolo, L., Goodwyn, S., Symbolic gesturing in normal infants. Child Development 59 (1988), 450–466.
2. Advisory Committee on Head Start Research and Evaluation, Advisory Committee on Head Start Research and Evaluation: Final report. 2012 Retrieved from http://www.acf.hhs.gov/sites/default/files/opre/eval_final.pdf.
3. American Speech-Language and Hearing Association, Incidence and prevalence of communication disorders and hearing loss in children. 2006, Author, Rockville, MD.
4. Asparouhov, T., Muthén, B., Auxiliary variables predicting missing data. 2008 Retrieved from http://statmodel2.com/download/AuxM2.pdf.
5. Bates, E., Dick, F., Language, gesture and the developing brain. Developmental Psychobiology 40 (2002), 293–310.
6. Brady, N., Marquis, J., Fleming, L., McLean, L., Prelinguistic predictor of language growth in children with developmental disabilities. Journal of Speech, Language and Hearing Research 47 (2004), 663–677.
7. Brown, T.A., Confirmatory factor analysis for applied research. 2006, Guilford, New York, NY.
8. Buhi, E.R., Goodson, P., Neilands, T.B., Out of sight, not out of mind: Strategies for handling missing data. American Journal of Health Behavior 32:1 (2008), 83–92.
9. Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., Carta, J., Effects of web-based support on early head start home visitors’ use of evidence-based intervention devision making and growth in children's expressive communication. NHSA Dialog 14:3 (2011), 121–146.
10. Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., Garrett, M., A web-based tool to support data-based early intervention decision making. Topics in Early Childhood Special Education 29:4 (2010), 201–213.
11. Cabell, S.Q., Justice, L.M., Konold, T.R., McGinty, A.S., Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties. Early Childhood Research Quarterly 26 (2011), 1–14.
12. Carta, J., Greenwood, C., Walker, D., Buzhardt, J., Using IGDIs: Tools for monitoring progress and improving intervention for infants and young children. 2010, Brookes, Baltimore, MD.
13. Carta, J., Greenwood, C., Walker, D., Kaminski, R., Good, R., Mcconnell, S., et al. Individual Growth and Development Indicators (IGDIs): Assessment that guides intervention for young children. Otrosky, M., Horn, E., (eds.) The young exceptional children monograph, 2002, Sopris West, Longmont, CO, 15–28.
14. Carter, R.L., Solutions for missing data in structural equation modeling. Research and Practice in Assessment 1:1 (2006), 1–6.
15. Catts, H.W., Fey, M., Zhang, X., Tomblin, J.B., Estimating risk for future reading difficulties in kindergarten children: A research-based model and its clinical implications. Language, Speech and Hearing Services in Schools 32 (2001), 38–50.
16. Chard, D.J., Kameenui, E.J., Struggling first-grade readers: The frequency and progress of their reading. The Journal of Special Education 34:1 (2000), 28–38.
17. Chen, F., Sousa, K., West, S., Teacher's corner: Testing measurement invariance of second-order factor models. Structural Equation Modeling: A Multidisciplinary Journal 12:3 (2005), 471–492.
18. Collins, L.M., Schafer, J.L., Kam, C.M., A comparison of inclusive and restrictive strategies in modern missing data procedures. Psychological Methods 6:4 (2001), 330–351.
19. Crais, E.R., Testing and beyond: Strategies and tools for evaluating and assessing infants and toddlers. Language, Speech & Hearing Services in Schools 42:3 (2011), 341–364.
20. Dale, P., Price, T., Bishop, D., Plomin, R., Outcomes of early language delay: I. Predicting persistent and transient language difficulties at 3 and 4 years. Journal of Speech, Language and Hearing Research 46 (2003), 544–560.
21. Deno, S.L., Whether thou goest. Perspectives on progress monitoring. Lloyd, J.W., Kameenui, E.J., Chard, D., (eds.) Issues in educating students with disabilities, 1997, Erlbaum, Mahwah, NJ, 77–99.
22. Division of Early Childhood, Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation. 2007, Author, Missoula, MT.
23. Doctoroff, G.L., Greer, J.A., Arnold, D.H., The relationship between social behavior and emergent literacy among preschool boys and girls. Applied Developmental Psychology 27:1 (2006), 13–26.
24. Enders, C.K., A primer on the use of modern missing data methods in psychosomatic medicine research. Psychosomatic Medicine 68:3 (2006), 427–736.
25. Enders, C.K., Applied missing data analysis. 2010, Guilford, New York, NY.
26. Enders, C.K., Bandalos, D.L., The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling: A Multidisciplinary Journal 8:3 (2001), 430–457.
27. Enders, C.K., Peugh, J.L., Using an EM covariance matrix to estimate structural equation models with missing data: Choosing an adjusted sample size to improve the accuracy of inferences. Structural Equation Modeling 11:1 (2004), 1–19.
28. Fenson, L., Dale, P. S., Resnick, J. S., Bates, E., Thal, D. J., & Pethick, S. J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, Serial No. 242, 59(5), 1–185.
29. French, B.F., Finch, W.H., Confirmatory factor analytic procedures for the determination of measurement invariance. Structural Equation Modeling 13:3 (2006), 378–402, 10.1207/s15328007sem1303_3.
30. Fuchs, L.S., The past, present, and future of curriculum-based measurement research. School Psychology Review 33:2 (2004), 188–192.
31. Fuchs, L.S., Deno, S.L., Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children 57 (1991), 488–500.
32. Gibbs, E.D., Teti, D.M., Interdisciplinary assessment of infants: A guide for early intervention professionals. 1990, Brookes, Baltimore, MD.
33. Good, R.H., Simmons, D.C., Kameenui, E.J., The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading 5:3 (2001), 257–288.
34. Graham, J.W., Adding missing-data-relevant variables to FIML-based structural equation models. Structural Equation Modeling 10:1 (2003), 80–100.
35. Graham, J.W., Olchowski, A.E., Gilreath, T.D., How many imputations are really needed? Some practical clarifications of multiple imputation theory. Prevention Science 8:3 (2007), 206–213.
36. Greenwood, C.R., Bradfield, T., Kaminski, R., Linas, M., Carta, J.J., Nylander, D., The Response to Intervention (RTI) approach in early childhood. Focus on Exceptional Children 43:9 (2011), 1–22.
37. Greenwood, C.R., Buzhardt, J., Walker, D., Howard, W.J., Anderson, R., Program-level influences on the measurement of early communication for infants and toddlers in Early Head Start. Journal of Early Intervention 33:2 (2011), 110–134.
38. Greenwood, C.R., Carta, J.J., Baggett, K., Buzhardt, J., Walker, D., Terry, B., Best practices in integrating progress monitoring and response-to-intervention concepts into early childhood systems. Thomas, A., Grimes, J., (eds.) Best practices in school psychology V, 2008, National Association of School Psychology, Washington, DC, 535–548.
39. Greenwood, C.R., Carta, J.J., McConnell, S., Advances in measurement for universal screening and individual progress monitoring of young children. Journal of Early Intervention 33:4 (2011), 254–267.
40. Greenwood, C., Carta, J., Walker, D., Individual growth and development indicators: Tools for assessing intervention results for infants and toddlers. Heward, W.L., Heron, H.E., Neef, N.A., Peterson, S.M., Sainato, D.M., Cartledge, G., Gardner, R. III, Peterson, L.D., Hersh, S.B., (eds.) Focus on behavior analysis in education: Achievement, challenges and opportunities, 2005, Merrill, Columbus, OH, 103–124.
41. Greenwood, C.R., Carta, J.J., Walker, D., Hughes, K., Weathers, M., Preliminary investigations of the application of the Early Communication Indicator (ECI) for infants and toddlers. Journal of Early Intervention 28:3 (2006), 178–196.
42. Greenwood, C.R., Dunn, S., Ward, S.M., Luze, G.J., The Early Communication Indicator (ECI) for infants and toddlers: What it is, where it's been, and where it needs to go. The Behavior Analyst Today 3:4 (2003), 383–388.
43. Greenwood, C.R., Walker, D., Development and validation of IGDIs. Carta, J., Greenwood, C., Walker, D., Buzhardt, J., (eds.) Using IGDIs: Monitoring progress and improving intervention for infants and young children, 2010, Brookes, Baltimore, MD, 159–177.
44. Greenwood, C., Walker, D., Buzhardt, J., The Early Communication Indicator (ECI) for infants and toddlers: Early Head Start growth norms from two states. Journal of Early Intervention 32:5 (2010), 310–334.
45. Hancock, G., Mueller, R., Structural equation modeling: A second course. 2006, Guilford, New York, NY.
46. Hartmann, D.P., Considerations in the choice of interobserver reliability estimates. Journal of Applied Behavior Analysis 10 (1977), 103–116.
47. Hebbeler, K., Spiker, D., Bailey, D., Scarborough, A., Mallik, S., Simeonsson, R., et al. Early intervention for infants and toddlers with disabilities and their families: Participants, services, and outcomes. 2007, National Early Intervention Longitudinal Study (NEILS), Washington, DC.
48. Hester, P.P., Kaiser, A.P., Early intervention for the prevention of behavior disorders: Research issues in early identification, implementation, and interpretation of treatment outcomes. Behavioral Disorders 24:1 (1998), 58–66.
49. Iverson, J., Longobardi, E., Caselli, M.C., Relationship between gestures and words in children with Down's syndrome and typically developing children in the early stages of communicative development. International Journal of Language Communication Disorders 38 (2003), 179–197.
50. Kaiser, A.P., Hancock, T.B., Nietfeld, J.P., The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Journal of Early Education and Development 4 (2000), 423–446.
51. Kirk, S. (2006). Using outcome measures and progress monitoring to guide language-promoting interventions in Early Head Start programs. Dissertation Abstracts International, A 67/02 ([AAT 3207867]).
52. Kline, R., Principles and practice of structural equation modeling. 2010, Guilford, New York, NY.
53. Kraemer, H.C., Yesavage, J.A., Taylor, J.L., Kupfer, D., How can we learn about developmental processes from cross-sectional studies or can we?. American Journal of Psychiatry 157:2 (2000), 163–171.
54. Little, T.D., Mean and covariance structures (MACS) analyses of cross-cultural data: Practical and theoretical issues. Multivariate Behavioral Research 32:1 (1997), 53–76.
55. Littvay, L., Questionnaire design considerations with planned missing data. Review of Psychology 16:2 (2009), 103–113.
56. Luze, G.J., Linebarger, D.L., Greenwood, C.R., Carta, J.J., Walker, D., Leitschuh, C., et al. Developing a general outcome measure of growth in expressive communication of infants and toddlers. School Psychology Review 30:3 (2001), 383–406.
57. Maxwell, S.E., Cole, D.A., Bias in cross-sectional analyses of longitudinal mediation. Psychological Methods 12:1 (2007), 23–44.
58. McArdle, J.J., Dynamic but structural equation modeling of repeated measures data. Nesselroade, J.R., Cattell, R.B., (eds.) Handbook of multivariate experimental psychology, 1988, Plenum, New York, NY, 561–614.
59. Miles, S.B., Stipek, D., Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children. Child Development 77:1 (2006), 103–117.
60. Mistry, R.S., Benner, A.D., Biesanz, J.C., Clark, L., Howes, S., Family and social risk and parental investments during the early childhood years as predictors of low-income children's school readiness outcomes. Early Childhood Research Quarterly 25 (2010), 432–440.
61. Muthén, L.K., Muthén, B.O., Mplus user's guide. 1998–2011, Muthén & Muthén, Los Angeles, CA.
62. National Association for the Education of Young Children, Division of Early Childhood, National Head Start Association, Frameworks for response to intervention in early childhood education: Description and implications. Draft Paper. 2012 Retrieved from http://www.naeyc.org/files/naeyc/RtI_in_ECE_Frameworks_DRAFT_FOR_REVIEW_6-27-12.pdf.
63. National Reading Panel, Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. 2000, National Institute of Child Health and Human Development, Washington, DC.
64. Newman, D.A., Longitudinal modeling with randomly and systematically missing data: A simulation of ad hoc, maximum likelihood, and multiple imputation techniques. Organizational Research Methods 6:3 (2003), 328–362.
65. Office of Head Start, Report to Congress on the final head start program designation renewal system. 2012 Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/mr/rc/Head_Start_Designation_Renewal_System_Final_Rule.pdf.
66. Oller, D.K., Eilers, R.E., Neal, A.R., Schwartz, H.K., Precursors to speech in infancy: The prediction of speech and language disorders. Journal of Communication Disorders 32 (1999), 223–245.
67. Paul, R., Roth, F.P., Characterizing and predicting outcomes of communication delays in infants and toddlers: Implications for clinical practice. Language, Speech and Hearing Services in Schools 42 (2011), 331–340.
68. Preacher, K.J., Wichman, A.L., MacCallum, R.C., Briggs, N.E., Latent growth curve modeling. 2008, Sage, Los Angeles, CA.
69. Priest, J.S., McConnell, S.R., Walker, D., Carta, J.J., Kaminski, R., McEvoy, M.A., et al. General growth outcomes for children: Developing a foundation for continuous progress measurement. Journal of Early Intervention 24:3 (2001), 163–180.
70. Rice, M.L., Taylor, C.L., Zubrick, S.R., Language outcomes of 7-year old children with or without a history of late lanaguage emergence at 24 months. American Speech-Language and Hearing Association 51 (2008), 394–407.
71. Rowe, M.L., Goldin-Meadow, S., Early gesture selectively predicts later language learning. Developmental Science 12 (2009), 182–187.
72. Schlomer, G.L., Bauman, S., Card, N.A., Best practices for missing data management in counseling psychology. Journal of Counseling Psychology 57:1 (2010), 1–10.
73. Seaman, M.A., Serlin, R.C., Equivalence confidence intervals for two group comparisons. Psychological Methods 3 (1998), 403–411.
74. Shanahan, T., Lonigan, C.J., Developing early literacy. 2008 Retrieved from http://www.nifl.gov/publications/pdf/NELPReport09.pdf.
75. Shin, T., Davidson, M.L., Long, J.D., Effects of missing data methods in structural equation modeling with nonnormal longitudinal data. Structural Equation Modeling 16:1 (2009), 70–98.
76. Snow, C.E., Burns, M.S., Griffin, P., Preventing reading difficulties in young children. 1998, National Research Council, National Academy Press, Washington, DC.
77. Storch, S.A., Whitehurst, G.J., Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology 38:6 (2002), 934–947.
78. Vallotton, C.D., Ayoub, C.C., Symbols build communication and thought: The role of gestures and words in the development of engagement skills and social-emotional concepts during toddlerhood. Social Development 19 (2010), 601–626.
79. Vandereet, J., Maes, B., Lembrechts, D., Zink, I., The role of gestures in the transition from one-two-word speech in a variety of children with intellectual disabilities. International Journal of Language Communication Disorders 46 (2011), 714–727.
80. Walker, D., Buzhardt, J., IGDI Administration: Coding, scoring, and graphing. Carta, J.J., Greenwood, C.R., Walker, D., Buzhardt, J., (eds.) Using IGDIs: Monitoring progress and improving intervention results for infants and young children, 2010, Brookes, Baltimore, MD, 23–38.
81. Walker, D., Carta, J.J., The communication IGDI: Early communication indicator. Carta, J.J., Greenwood, C.R., Walker, D., Buzhardt, J., (eds.) Using IGDIs: Monitoring progress and improving intervention results for infants and young children, 2010, Brookes, Baltimore, MD, 39–56.
82. Walker, D., Greenwood, C.R., Hart, B., Carta, J.J., Prediction of school outcomes based on early language production and socioeconomic factors. Child Development 65 (1994), 606–621.
83. Warren, S.F., Fey, M.E., Finestack, L.H., Brady, N.C., Bredin-Oja, S.L., Fleming, K.K., A randomized trial of longitudinal effects of low-intensity responsivity education/prelinguistic milieu teaching. Journal of Speech, Language, & Hearing Research 51:2 (2008), 451–470.
84. Warren, S.F., Walker, D., Fostering early communication and language development. Teti, D.M., (eds.) Handbook of research methods in developmental science, 2005, Blackwell Publishers, Malden, MA, 249–270.
85. Wetherby, A.M., Prizant, B.M., Profiling young children's communicative competence. Warren, S.F., Reichle, J., (eds.) Communication and language interventions series: Vol. 1. Causes and effects in communication and language, 1992, Brookes, Baltimore, MD, 217–253.
86. Whitehurst, G.J., Lonigan, C.J., Child development and emergent literacy. Child Development 69 (1998), 848–872.
87. Yeh, H. W. (2007). Estimating parameters in Markov models for longitudinal studies with missing data or surrogate outcomes. Unpublished dissertation. Austin TX: University of Texas Medical Center. Retrieved from http://digitalcommons.library.tmc.edu/dissertations/AAI3290040.
88. Yoder, P.J., Warren, S.F., Macathren, S.B., Determining spoken language prognosis in children with developmental disabilities. American Journal of Speech-Language Pathology 7 (1998), 77–87.
89. Zhang, B., Walker, C.M., Impact of missing data on person-model fit and person trait estimation. Applied Psychological Measurement 32:6 (2008), 466–479.
90. Zimmerman, I.L., Steiner, V.G., Pond, R.V., Preschool Language Scale – 3. 1992, Psychological Corporation, San Antonio, TX.
91. Zubrick, S.R., Taylor, C.L., Rice, M.L., Slegers, D.W., Late language emergence at 24 months: An epidemiological study of prevalence, predictors, and covariates. Journal of Speech, Language and Hearing Research 50 (2007), 1562–1592.