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Dynamic relations within and between...

Anderson, Rawni A.

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Dynamic relations within and between early communication proficiencies and key skill elements' growth trajectories of infants and toddlers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Dynamic relations within and between early communication proficiencies and key skill elements' growth trajectories of infants and toddlers./
Author:	Anderson, Rawni A.
Description:	35 p.
Notes:	Source: Masters Abstracts International, Volume: 51-02.
Contained By:	Masters Abstracts International51-02(E).
Subject:	Psychology, Psychometrics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1516242
ISBN:	9781267536884

Dynamic relations within and between early communication proficiencies and key skill elements' growth trajectories of infants and toddlers.
Anderson, Rawni A.

Dynamic relations within and between early communication proficiencies and key skill elements' growth trajectories of infants and toddlers. - 35 p.

Source: Masters Abstracts International, Volume: 51-02.

Thesis (M.A.)--University of Kansas, 2012.

Preliteracy experiences inform language learning outcomes in early childhood, of which proficiency in expressive communication is requisite to children's cognitive and social development. Identification of communication and language delays must be made as early as possible to inform appropriate intervention services targeting prevention of childhood disabilities. The Early Communication Indicator (ECI)---designed to monitor individual progress through brief repeated measurement of early expressive communication---is one of a growing class of general outcome measures emerging in early education and early childhood special education. Comparable to K-12 curriculum-based measures, the ECI is a resource for accountability as well as response to intervention (RTI) efforts. Current implementation applies differential scaling of four key skill elements into a total communication indicator sensitive to increasing proficiency over time. The literature describing observed developmental trajectories of the constituent key skill elements of the total communication indicator provides theoretical and empirical bases for establishing their utility for earlier identification of language delays among infants and toddlers and informing sensitive ages for targeted intervention. The present study applied latent growth curve modeling (LGCM) in order to examine predictive relations within and between ECI key skill elements' proficiencies and growth, extending previous research limited to the study of early expressive communication development measured by the total communication indicator. Findings support the hypothesis that dynamic relations exist within and between ECI proficiencies and key skill elements' growth trajectories that may inform benchmarks and decision making related to early intervention in the development of symbolic communication and language. Future directions are discussed.

ISBN: 9781267536884Subjects--Topical Terms:

1017742
Psychology, Psychometrics.

Dynamic relations within and between early communication proficiencies and key skill elements' growth trajectories of infants and toddlers.
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020 $a 9781267536884
035 $a (MiAaPQ)AAI1516242
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100 1 $a Anderson, Rawni A. $3 2098872
245 1 0 $a Dynamic relations within and between early communication proficiencies and key skill elements' growth trajectories of infants and toddlers.
300 $a 35 p.
500 $a Source: Masters Abstracts International, Volume: 51-02.
500 $a Adviser: Todd D. Little.
502 $a Thesis (M.A.)--University of Kansas, 2012.
520 $a Preliteracy experiences inform language learning outcomes in early childhood, of which proficiency in expressive communication is requisite to children's cognitive and social development. Identification of communication and language delays must be made as early as possible to inform appropriate intervention services targeting prevention of childhood disabilities. The Early Communication Indicator (ECI)---designed to monitor individual progress through brief repeated measurement of early expressive communication---is one of a growing class of general outcome measures emerging in early education and early childhood special education. Comparable to K-12 curriculum-based measures, the ECI is a resource for accountability as well as response to intervention (RTI) efforts. Current implementation applies differential scaling of four key skill elements into a total communication indicator sensitive to increasing proficiency over time. The literature describing observed developmental trajectories of the constituent key skill elements of the total communication indicator provides theoretical and empirical bases for establishing their utility for earlier identification of language delays among infants and toddlers and informing sensitive ages for targeted intervention. The present study applied latent growth curve modeling (LGCM) in order to examine predictive relations within and between ECI key skill elements' proficiencies and growth, extending previous research limited to the study of early expressive communication development measured by the total communication indicator. Findings support the hypothesis that dynamic relations exist within and between ECI proficiencies and key skill elements' growth trajectories that may inform benchmarks and decision making related to early intervention in the development of symbolic communication and language. Future directions are discussed.
590 $a School code: 0099.
650 4 $a Psychology, Psychometrics. $3 1017742
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Psychology, Developmental. $3 1017557
690 $a 0632
690 $a 0518
690 $a 0620
710 2 $a University of Kansas. $b Psychology. $3 1020779
773 0 $t Masters Abstracts International $g 51-02(E).
790 $a 0099
791 $a M.A.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1516242