Transcript Using Progress Monitoring to Support RTI Services for

Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Using Progress Monitoring to
Support RTI Services for Infants and
Toddlers
DEC
October, 2008
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Presenters
• Charles Greenwood , Jay Buzhardt, & Dale
Walker
– Juniper Gardens Children’s Project, University of
Kansas
• Jerry Gruba, & Sheri Haupert
– Heartland Area Education Association, Johnston,
Iowa
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Objective
• To examine the role of progress monitoring
and decision making regarding children’s
response to intervention (RtI) in tiered models
of early intervention.
• To illustrate an RTI approach using Individual
Growth and Development Indicators (IGDIs)
home visiting by providing multiple levels of
support for children learning early
communication skills.
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Presentation Topics
• Introduction to Progress Monitoring– Charles
Greenwood
• Data-based decision making – Jay Buzhardt
• Evidence-based language intervention
practices – Dale Walker
• Discussants
– Jerry Gruba
– Sheri Haupert
• Q&A
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Defining Progress Monitoring
• A scientifically based practice that is used to assess
children’s short-term progress toward outcomes and
evaluate the effectiveness of instruction.
• Designed to “help caregivers implement and modify
curriculum and teaching practices to ensure that all
children, including children with disabilities, are
progressing toward identified goals” (DEC Promoting
Positive Outcomes.., pg 14)
• Brief, repeatable formative assessment sensitive to
short-term child learning
• Benchmarks help decide when a child is or is not
progressing
– Individual Growth and Development Indicators (IGDIs)
www.igdi.ku.edu
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Features of Progress
Monitoring Measures
• Reflect progress toward a socially valid general
outcome
• Strategic (a leading indicator) not comprehensive
measurement
• Chart an individual’s progress
• Brief and quick to administer
• Repeatable (rate of growth, slope)
• Trend line compares expected vs. actual rates of
learning
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
The most well known
IGDIs are Pediatric
Growth Charts
Widely used by pediatricians and
parents
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Monitoring a Child’s Progress Acquiring
Expressive Communication Proficiency
Child’s
Observed
Trajectory
36 Mos
Expectation
Normative
Trajectory
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
ECI Constructs and Key Skills
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Administration
• Administration Procedures
– Toy-play setting with familiar adult as
play partner
– 6-minute testing sessions
– Play partner’s role is to facilitate play
and follow child’s lead
– Set-up/clean-up/put away
• Alternate Toy Forms
• Observational Recording
Procedures
Toy Form A: House
Toy Form B: Barn
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Data-based Decision Making
Framework
Monitor
Identify/
Validate Need
For Intervention
Progress
Monitoring
Generate
Intervention
Strategies
Evaluate
Intervention
Effectiveness
Monitor
©2003 Juniper Gardens Children’s Project
Implement
Intervention
Exploring
Solutions
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Family Involvement
• Each family plays a role in the decision making
process with respect to review of child
progress data and decisions about need for
intervention
• Caregivers are involved in the home-based
assessment process and as implementers of
intervention strategies
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Diversity
• Individual differences
• RTI and IGDIs reflect the fact that children with and
without disabilities develop and respond to early
intervention differently
• Children require different intervention intensities to
learn.
• Children vary in their rate of progress over time
• IGDIs are sensitive to this diversity
• Language differences
• IGDIs may be administered by assessors skilled in the
native language of the family and child as well as in
English.
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Key RtI Principles
• A child’s RtI is a critical determinant of
appropriate intervention services
• Measures to make this determination must be
sensitive to short-term progress and monitor
progress over time (IGDIs)
• Evidence-based practices are provided for
children who are not responsive to Tier 1
intervention (Language Intervention
Strategies)
Individual Growth and Development Indicators for Infants and Toddlers
Conceptualizing RTI in an
EHS/Part C Home Visiting Context
www.igdi.ku.edu
• Home Visiting is a predominant service delivery
mode in early intervention, birth to 3 services.
– Early Head Start Programs
– Part C, IDEA Services
• 80% of children received Part C services in the
home (2005 Report to Congress)
• Only 30% of home visits were rated as
– family-centered, participation-based versus
– traditionally provided services (e.g., Campbell &
Sawyer, 2007; Peterson et al., 2007).
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
•
Multiple Levels of Support for
Early
Communication
Tier 1 – All Children
– Home visitors provide general support and resources to parents
to encourage use of strategies to promote communication
• Tier 2 – For Children who are below benchmark and
making less than expected communication growth
– Individualize intervention decisions
– Improve home language environment using participant-based
strategies, more frequent progress monitoring, measures of
intervention fidelity
• Tier 3 – not making progress – may be Part C eligible
– more intensive practice, modeling, additional strategies
– add expert based services (e.g., SLP) to Tier 2
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Using Evidence-based Practice
Dale Walker
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Using effective interventions to
promote communication
• Importance of using effective, evidence-based
interventions to promote communication
• Importance of exploring possible reasons for child
not performing at expected levels
• Importance of deciding what the possible resources
are to effectively deliver intervention
• Importance of monitoring intervention delivery to
make sure that it is effective in promoting
communication
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Selecting Intervention from ECI
Dropdown Menu
• When ready to begin an intervention
– Select intervention description from menu on
Child Data Entry Form
– Select menu under Condition Change
– Select intervention that best describes the
intervention
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Child before and after intervention
Intervention
or condition
Line
Child’s Scores
Child’s
Child
Trajectories
Benchmark
Trajectory
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Evaluating and monitoring
intervention effectiveness
• Continue administering ECI monthly or quarterly
• Look at Key Skill Elements and Total
Communication rates to check that they are
moving toward benchmark
• Look at the slope of communication progress to
determine if the slope is increasing
• Is there evidence that intervention has increased
communication?
• If progress is not at expected rate, examine
intervention and make necessary changes
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Key Skill Elements: Gestures Graph
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Key Skill Elements: Vocalizations
Graph
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Resources for Intervention
Decision- Making
• Programs and interventionists able to select interventions of
their choice and use ECI to monitor progress
• IGDI website provides resources for intervention for
programs/interventionists who would like intervention
resources
• Found that some programs and interventionists could benefit
from more support for intervention decision making and
generating intervention ideas that are individualized
• Developed and are in the process of testing an online decision
making model to support individualization
• Indexed intervention recommendations from two sources to
the ECI benchmarks to assist with individualization
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
6
ECI Key Skills Fitted Trajectories
1 MW/
min
Gestures
Vocalizations
Single Words
5
Multiple Words
Preverbal
3V
/1.5G
min
1 W/
min
First Words
Early Verbal
3 MW/
min
Expanding Vocabulary
Rate per Minute
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Age at Test (Months)
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Evidence-based Early
Communication Interventions
• Incidental, Milieu, and Responsive Teaching
Language Intervention research
• Evidence-based practices for home visitors
– Language Intervention Tool Kit (Crowe, 2002)
– Promoting Communication Strategies (Walker,
Small, Bigelow, Kirk & Webb, 2004)
– Early Communication Indicator (ECI), the
communication IGDI
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Making Strategy Determination
Data-based
1. Helping gestures and vocalizations become words
 Child is communicating mostly with gestures and
vocalizations
 When single word fluency is less than 1 per minute and
gestures (1 to 1.5) and vocalizations (3.5 )
2. Helping the child learn new words (expand
vocabulary) as they are becoming word users
 When single word fluency is less than 2.5 per minute
3. Helping the child combine words into sentences
 When multiple word fluency is less than 5.0 per minute
 Expanding and encouraging more multiple words as child
moves into fluency at 5 multiple words per minute
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Practice Recommendations
• In the Language Intervention Tool Kit, these
strategies are identified as Preverbal and are
described on pages 13 – 21
• Feeding (p. 13 -14)
• Diapering (p. 13, 15)
• Bathing (pp 13, 16 & 19)
• Reading (p. 13, 20)
• Drawing/Writing (p. 13, 21)
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Practice Recommendations
In the Promoting Communication Manual, strategies
for children communicating mostly through
gestures and vocalizations include:
•
•
•
•
•
•
Following Child’s Lead (pp. 16 -17)
Commenting and Labeling (pp. 22 - 23)
Imitating and Expanding (pp. 28 - 29)
Using Questions (pp. 34 - 35)
Providing Positive Attention (pp. 46 - 47)
Providing Choices (pp. 52 – 53)
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Helping Gestures
and Vocalizations Become Words
• Responding to child’s communication so the child
learns that they can get needs fulfilled and
attention when they communicate
• Talking more and often to a child so that they
hear words and labels for people, toys and
activities of interest to them.
• Showing an interest in what the child is playing
with, looking at, or exploring and commenting or
labeling the toy or activity
• Expanding on the child’s vocalizations by
repeating them back in words so child hears the
words that are related to objects or activities of
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Helping the Child Expand Vocabulary as
they are Learning to Use Words
• These strategies give adults ideas on how to expand children’s
vocabulary as they begin to use words. The types of strategies
used to promote communication at this level include:
– Labeling words children may use as they engage in a
variety of indoor and outdoor routines and activities
– Commenting about what a child is doing or what the adult
is doing so the child hears words paired with actions
– Expanding on the child’s use of a vocalization or word by
repeating the word correctly and adding another word to
the sentence
– Pausing before giving a child the label for something so
that the child has the opportunity to say it on their own
– Reading books with children in a manner that allows the
child to point to and label pictures and to see words
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Practice Recommendations
• In the Language Intervention Tool kit, available
strategies for helping promote multiple word
sentences are identified as Expanding Verbal.
Strategies are available for increasing Talk during:
•
•
•
•
•
•
•
Dressing (pp. 37, 38)
Eating (pp. 37, 39)
Inside Play (pp. 37, 40)
Reading (pp. 37, 41)
Writing (pp. 37, 42)
Math (pp. 37, 43)
Outdoor Play (pp. 37, 44)
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Data-based Decision Making for
Infants and Toddlers
Jay Buzhardt
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Discussion Highlights
• Making Online Decisions (MOD) – A model for
data-based decision making
– What is it?
– How is it used?
• Pilot implementation with Early Head Start
– Challenges and future directions
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Making Online Decisions (MOD)
•
The MOD is a web-based tool informed by the ECI that supports
data-based decision making and a general RtI model for infants
and toddlers
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
How Does the MOD Help Service Providers
Make Data-based Decisions?
•
•
•
•
•
Quickly identifies children who are performing below
benchmark on the ECI
Prompts problem solving to determine why a child
might be low on the ECI
Recommends evidence-based, caregiver-delivered
language strategies based on child’s ECI performance
Provides tools for monitoring implementation fidelity
Reports whether or not the strategies are working;
and recommends what to do next
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Case Example of the MOD
• You conduct an ECI with child and enter it into
the online data system
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Is There A Problem?
• The system shows that this score is “Below
Benchmark”
Popeye’s EHS
Oyle, Olive
Oyle, Olive
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Is There
A
Problem?
Was the assessment valid?
• The MOD asks if the assessment was ‘valid’
– If invalid, do another ECI within two weeks
– If valid, “Why Is It Happening” stage of the MOD is
initiated
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Why Is It Happening?
• Answer three brief questions to help determine why
this child’s language may be falling below benchmark
– Medical issues, major family changes, or changes in her
daycare environment are considered
• If recent change or medical condition is identified…
– Child moves to monthly ECIs
• If the cause of the problem is unknown…
– Child moves to monthly ECIs
– “What Should Be Done” is initiated
• Language Strategies are recommended immediately
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
What Should Be Done?
• MOD recommends strategies and routines for the caregiver(s)
to try based on the child’s ECI key skill elements
• Recommended strategies are indexed to
– Language Intervention Tool Kit
– Promoting Communications Strategies Manual
Home visitor chooses routines he/she
believes would be most appropriate for
the caregiver.
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Is It Being Done?
• On each subsequent home visit, home visitor completes an
implementation fidelity checklist
–
–
–
–
How much are they using the strategies?
Which ones do they like the most?
Are they having trouble using them?
Are they noticing any language improvement?
• Enters checklist into the MOD
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Is It Working?
• Three ECI’s after the caregiver(s) receive the
recommendations…
– MOD analyzes ECI performance
• ECI before and after the recommendations were provided
• ECI slope
• Expected ECI performance six months from now
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Is It Working?
• After 3 more ECIs, MOD compares communication before and after, makes
recommendations
• The “What Should Be Done” recommendations will adapt to reflect
changes in performance on the Key Skill Elements.
Manhattan, Mike
Manhattan, Mike
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Three Early Head Start programs throughout KS
–
Home visitors with a case load ≥ 2 in each program
randomly assigned to
1.
2.
Monthly Monitoring Indicator
Cumulative Record of Monthly Assessments
Non-MOD
Monthly Assessments
•
MOD (N=18)
No MOD (N=17)
MOD
18
16
14
12
10
8
6
4
2
0
4/
15
/2
00
8
4/
29
/2
00
8
5/
13
/2
00
8
5/
27
/2
00
8
6/
10
/2
00
8
6/
24
/2
00
8
7/
8/
20
08
7/
22
/2
00
8
8/
5/
20
08
8/
19
/2
00
8
9/
2/
20
08
9/
16
/2
00
8
9/
30
/2
00
8
•
MOD Preliminary Implementation
Assessment Date
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
Future Directions
• More graphing options, permit users to
include/exclude benchmark performance
• Phasing in more programs around Kansas into the
MOD
• Allow for the use of other interventions in the MOD
• IGDI assessments and MOD delivered via handheld
computers
– Allow for more immediate “point-of-care”
recommendations
Individual Growth and Development Indicators for Infants and Toddlers
www.igdi.ku.edu
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•
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•
•
•
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•
References
Campbell, P. H., & Sawyer, L. B. (2007). Supporting learning opportunities in natural settings
through participation-based services. Journal of Early Intervention, 29, 287-305.
Carta, J. J., Greenwood, C. R., Walker, D., Kaminski, R., Good, R., McConnell, S. R., et al.
(2002). Individual growth and development indicators (IGDIs): Assessment that guides
intervention for young children. Young Exceptional Children Monograph Series, 4(15-28).
Crowe, L. (2002). The Language Intervention Toolkit. Topeka, KS: Kansas Department of Social
and Rehabilitative Services.
Greenwood, C. R., Carta, J. J., Baggett, K., Buzhardt, J., Walker, D, Terry, B. (2007). Best
Practices in Integrating Progress Monitoring and Response-to-Intervention Concepts Into
Early Childhood Systems. In Best practices in School Psychology, V (A. Thomas & J. Grimes
Eds.), pp. 535 – 548. National Association of School Psychologists: Bethesda, MD.
Greenwood, C. R., Carta, J. J., Walker, D., & Hughes, K. (2006). Preliminary investigations of
the application of the Early Communication Indicator (ECI) for infants and toddlers. Journal of
Early Intervention, 28(3), 178-196.
Peterson, C. A., Luze, G. J., Eshbaugh, E. M., Jeon, H., & Kantz, K. R. (2007). Enhancing parentchild interactions through home visiting: Promising practice or unfulfilled promise? Journal of
Early Intervention, 29, 119-140.
Walker, D., Carta, J. J., Greenwood, C., & Buzhardt, J. (2008). Individual Growth and
Development Indicators: Their use in progress monitoring and intervention decision making in
early education. Exceptionality, 16, 33-47.
Walker, D., Small, C., Bigelow, K., Kirk, S., & Harjusola-Webb, S. (2004). Strategies for
Promoting Communication and Language of Infants and Toddlers Manual. Juniper Gardens
Children's Project, Schiefelbusch Institute for Life Span Studies, University of Kansas.