ECI Psychometric Properties

Study Summary: Early Communication Indicator (ECI) for Infants and Toddlers

Sample

  • Participants: 2,217 infants and toddlers aged 6 to 36 months.
  • Demographics:
    • 51% male
    • 20% had an Individual Family Service Plan (IFSP)
    • 65% from families meeting Early Head Start (EHS) income eligibility
    • Languages: English (majority), with representation of Spanish and other languages
  • Setting: EHS and Part C early intervention programs across two states (Kansas and Missouri).
  • Staff: EHS and early intervention staff trained to administer the ECI; all assessments conducted by local program staff.

Method

  • Tool: Early Communication Indicator (ECI), part of the Individual Growth and Development Indicators (IGDIs) suite.
  • Design: 6-minute play-based observational measure assessing frequency of communication behaviors.
  • Behaviors Measured:
    • Gestures (e.g., pointing, reaching)
    • Vocalizations (e.g., babbling)
    • Single words
    • Multiple word utterances
  • Administration: Standardized toy sets used in semi-structured interaction with a familiar adult.
  • Scoring: One point per instance of each behavior; scores reported as rate per minute.
  • Training: Staff trained via online and in-person certification; fidelity checks and recalibration conducted annually.

Findings

  • Feasibility: Successfully implemented by community-based program staff across diverse settings with over 5,000 assessments completed.
  • Sensitivity to Growth:
    • Communication skills showed curvilinear growth from 6 to 36 months, with faster gains in early months and plateauing after 30 months.
    • Each skill showed a distinct developmental trajectory; earlier skills (e.g., gestures, vocalizations) declined as later skills (e.g., words) increased.
  • Key Skill Patterns:
    • Gestures and vocalizations peaked before 18 months and declined.
    • Single words and multiple word utterances increased steadily, peaking near 36 months.
  • Benchmarks: Developed growth norms and benchmark trajectories (Mean, ±1.0 SD, ±1.5 SD) to guide screening and progress monitoring.
  • Moderators:
    • IFSP Status: Children with IFSPs showed consistently lower performance across all skills.
    • Home Language: Minimal effect; growth patterns were consistent across English and non-English speakers.
    • Gender: No significant differences found.

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