Growth Indicators for Infants and Toddlers Charles R. Greenwood, Ph.D. Juniper Gardens Children’s Project University of Kansas DEC, Boston, December, 2001

Rationale Assessment that early interventionists can use: To identify early To monitor growth and progress To make intervention decisions

Unique Features Appropriate for infants/toddlers Economical to employ Efficient to learn to use Repeatable Directly represents rate of growth Sensitive to age and interventions

Completed or Nearly Completed Expressive Communication Luze et al., School Psychology Review, 2001, 30(3), Greenwood et al., Best Practices in School Psychology (Vol. IV), in press, NASP Social Interaction In preparation

Infant/Toddler Expressive Communication General Outcome: The child uses gestures, sounds, words, or sentences to convey wants and needs or to express meaning to others. Constructs: Prelinguistic Linguistic CommunicationCommunication Key Skill: Single Multiple Elements: Gestures Vocalizations Words Words Time to Bench Mark: Months of Age

Infant/Toddler GOM Summary Expressive Communication Social Interaction Movement Problem Solving Self Help

Today’s Topics Movement (Gross Motor) Problem Solving (Cognitive)

Infant/Toddler Movement General Outcome: The child moves in a fluent and coordinated manner to play and participate in home, school, and community settings. Constructs: Transitional Object Movements Locomotion Control Key Skill: Change in Roll/ Trap/ Elements: Position Grounded Vertical Throw Catch Time to Bench Mark: Months of Age

Movement Sample 39 Children: Gender 17 (43.6%) male 22 (56.4%) female Race 33 African American (84.6%) 2 Hispanic/Latino (5.1%) 2 mixed races (5.1%) 2 European-American (5.1%) Disability 5 with IFSP’s 2 Child care centers serving teen moms

Study Design Nine repeated GOM measurements (each 3 weeks apart) Criterion Tests (Beginning & Ending) Peabody Developmental Motor Scales 2 Caregiver Movement Report (Researcher Developed) GOM growth curve modeling (Bryk & Raudenbusch, 1992)

GOM Movement Assessment Protocol Common Toy Set: Testing Play-Like But Standarized Situations Common Toy Set: Testing Play-Like But Standarized Situations Assessor's Behavior Observational Recording Form Observational Recording Form

Sensitivity to Growth Key Skill Elements

Sensitivity to Growth Total Movement Rate = (Change in Position + Grounded + Vertical Locomotion + Roll & Throw + Trap & Catch)/Time Observed) Growth by Age Cohort , intercept = 5.26, slope = , intercept = 9.95, slope = , intercept = 14.65, slope = 0.05

Rate of Growth Across 9 Measurement Occasions for Three Age Cohorts (Each Occasion = 3 Weeks)

Total Movement Rate Growth Curve Over Age at Measurement

Individual Children’s Growth Trajectories

Children with IFSP’s Child with hydrocephaly

Technical Features GOM Odd/Even Reliability Correlations r = 0.88 M = 8.8 odd vs. M = 8.2 even movements/minute GOM Alternate Toy Forms Reliability r = 0.85 (BB versus WH) r = 0.84 (WH versus SC) r = 0.91 (BB versus SC) Note: BB=Blocks & balls, WH = Window house, SC = Shopping carat

Technical Features (Contin.) GOM Criterion Validity Correlations Total Movement Rate vs. Peabody Locomotion Sub-Scale r (Mean Level [intercept]) = r (Mean Slope [growth rate]) = Parent/Caregiver Report Total Score r (Mean Level [intercept]) = r (Mean Slope [growth rate]) =

Summary/Implications Infant/Toddler Movement GOM Considerable Progress Reliable Valid Sensitive to Age Limitations/Future Research Single, small sample age children at benchmark Treatment validity yet to be investigated

General Outcome: Child solves problems that require reasoning about objects, concepts, situations, and people. Construct: Visual Object Problem Exploration Exploration Solving Key Skill Looking Touch/Mouth/Manip. Toy Performs Persistence/ Elements: Its Function Sustained/ Attention Time to Bench Mark: Months of Age Infant/Toddler Problem Solving (Cognitive)

Shopping Cart Blocks/Balls WindowWindow House Standard Toy Set

Assessor's Behavior Clean Room/Set up toys-situation Engage child in active play/movement

Recording Form

General Outcome: Child engages in a range of basic self- help skills including eating, toileting/hygiene, dressing, and safety/identification Construct: Self Help (Dependence/Independence) Key SkillEating Toileting Undress/Dressing Elements:Amount/ Guided vs. Guided vs. Fuss Independent Independent Cooperating, Complying, Expected Behaviors Time to Bench Mark: Months of Age Infant/Toddler Self-Help (Adaptive)