EPSI Psychometric Properties

Study Summary: Early Problem-Solving Indicator (EPSI) for Infants and Toddlers

Citation: Walker, D., Buzhardt, J., Jia, F., Schnitz, A., Irvin, D. W., & Greenwood, C. R. (2023). Advances in the Technical Adequacy of the Early Problem-Solving Indicator Progress Monitoring Measure for Infants and Toddlers. Topics in Early Childhood Special Education, 42(4), 289-301. 

Sample

  • Participants: 2,614 infants and toddlers aged 6 to 42 months.

  • Demographics:

    • 53% male, 47% female

    • 12% with an Individual Family Service Plan (IFSP) or Individualized Education Program (IEP)

    • Primary Home Language: English (80%), Spanish (17%), Other (3%)

  • Setting: 45 programs across seven states, including Early Head Start (EHS) and Part C Early Intervention services.

  • Staff: 175 program staff from diverse roles, including early educators, home visitors, and evaluators, all trained and certified in administering the EPSI.

Method

  • Tool: Early Problem-Solving Indicator (EPSI), part of the Individual Growth and Development Indicators (IGDIs) suite.

  • Design: 6-minute play-based observation session split into three 2-minute segments using standardized toy sets.

  • Key Skills Measured:

    • Look – Orienting to a toy or person

    • Explore – Manipulating or touching toys

    • Function – Making a toy perform its intended action

    • Solution – Solving a toy-based problem (e.g., stacking cups, completing a ball drop)

  • Scoring: Weighted scoring applied:

    • Look and Explore = 1 point each

    • Function = 2 points

    • Solution = 3 points

    • Total Weighted Problem-Solving Score (TWPS) is calculated by summing the points.

  • Training: Staff trained and certified to achieve at least 85% reliability; annual recalibration is recommended.

Findings

  • Feasibility and Scalability:

    • Successfully scaled to 45 programs with 5,434 assessments conducted.

    • Implementation was effective across various program models, including home- and center-based services.

  • Sensitivity to Growth:

    • EPSI trajectories showed clear developmental progress from 6 to 42 months:

      • Look and Explore emerged first and began to decline as more complex skills emerged.

      • Function and Solution showed steady growth, reflecting advancing problem-solving abilities.

    • EPSI benchmarks developed for universal screening and intervention monitoring.

  • Key Skill Patterns:

    • The rate of Explores started high, then plateaued.

    • Functions emerged and accelerated over time.

    • Solutions began developing around 11 months, reflecting more sophisticated cognitive problem-solving.

  • Moderators:

    • IFSP/IEP Status: Children with cognitive disabilities showed lower TWPS scores but maintained growth trajectories over time.

    • Home Language and Gender: No significant differences found in growth trajectories.

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