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3-046 - Use of Individual Growth and Development Indicators to Support Early Intervention and Early Learning

Sat, March 23, 8:00 to 9:30am, Hilton Baltimore, Floor: Level 1, Latrobe

Session Type: Paper Symposium

Integrative Statement

There is increasing empirical support for the importance of data-based decision making in early childhood education and early intervention settings, including growing interest in multi-tiered systems of support (MTSS) models, for improving child learning and development outcomes. For these systems to be work properly, there must be reliable and valid assessment tools that practitioners can use to screen for potential difficulties and monitor the progress of children with and without disabilities. A team of researchers across multiple institutions has been working together to develop and validate such a system of assessment tools, the Individual Growth and Development Indicators (IDGIs). The goal of this session is to highlight recent and ongoing research on the IGDIs as well as emerging issues related to these assessment tools and their use. The research presentations will cover longitudinal validation research on IGDIs for infants and toddlers that assess early communication, cognitive problem-solving, and motor skills; development and validation of IGDIs for preschool children’s language and early literacy, including measures for dual-language learners; and technology to assist early educators and intervention providers in using individual child assessment data to make decisions about implementing evidence-based strategies and interventions. The final presentation will synthesize and extend the three research presentations by discussing emerging trends and issues in the development and use of IGDIs with infants, toddlers, and preschoolers.

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