Slide 1:Learning How To Administer the ECIDale Walker, Judith Carta, and Charles Greenwood

Slide 2:Goals For This Section

Administration: Discuss how to administer the ECI View tapes with Do and Don’t examples Review Administration Checklist Review definitions of key skill elements (Gestures, Vocalizations, Words and Multiple Words)

Slide 3:Setting up ECI Assessment

Familiar adult and child sit in area that is comfortable where they can play May place infant in chair with tray or table or supported on floor Toys within reach of child Feet, head,neck supported Play partner should be able to have eye contact with child

Slide 4:Materials

Select House or Barn – alternate forms each time you assess the infant/child Set up prior to bringing child into assessment (see toys sets) Make attractive, set up areas of barn/house to encourage play Make sure that child can reach items

Slide 5:Notes about Farm and House

Batteries should be removed Add rattle or something that shakes for younger infants Add Little People dolls or similar figures including female and males, and children that are multiethnic See list of Materials Needed in Website and in Manual Approximate cost: $35.00 per House and Barn

Slide 6:ECI Assessment Procedure

Option 1: Two people – a play partner and a live recorder Option 2: One person – a play partner who videotapes the session and records later from the tape Assessment (play) session timed for 6 minutes Assessor follows child’s lead and comments on child’s words and actions to encourage communication

Slide 7:Video Camera

Video camera person stays still, interacts little if at all with child or play partner Need to move camera to keep child in viewfinder and check visual and sound quality settings Camera person may time sessions using digital timer Camera view, sound quality and loudness affect later recording accuracy Say “Start” to record voice marker for beginning of session and “Stop” to record voice marker for ending of session

Slide 8:Warm Up Session(s)

If you are unfamiliar to child, spend time with child in their classroom/home Join in child’s play with a familiar caregiver to promote interaction Once familiar, let child know that you are going to play with some toys

Slide 9:ECI Administration Sessions

Adult plays with child in a manner that encourages interaction with the toy and adult Follow child’s lead Comment about what child is doing, or adult may describe what he/she is doing Ok to ask some questions just should not be main manner of interacting with child

Slide 10:Ending ECI Assessment

When 6 minutes has elapsed, signal adult play partner Let child know that it is time to stop playing (have an alternate activity reminder ready for the child) Thank child for playing Clean toys with disposable antibacterial towelettes

Slide 11:Modifications for children with physical or sensory impairments

Move toys closer to child Position child in manner that allows best access Adult does more movement of toys Orient child toward toys Introduce toys to the child allowing him/her to touch and manipulate Tell child where you have placed toys Include toys that are appropriate for the child, larger, more identifiable, sounds, textures

Slide 13:View Administration Do and Don’t Tape

Slide 14:Coding Definitions

Tally frequency of child’s use of Gestures (G) Vocalizations (V) Single-Word Utterance (W) Multiple Word utterances (M) Code communication, not just engagement with toy Use coding sheet to code communicative behaviors occurring during each minute of session

Slide 15:Scoring Conventions

Gestures, Vocalizations, Single Words and Multiple Words should be tallied on ECI Coding Sheet and numbers entered into website for each child. The website program will weight the scores: Single words are given a weight of 2 (multiplied by 2) Multiple words are given weight of 3 (multiplied by 3)

Slide 16:Recording Example

Slide 17:Definition of Gestures

Gestures are physical movements made by the child in an attempt to communicate with the play partner or toy. An episode ends when there is a distinct change in the child’s movement. May be recorded along with other forms of communication Giving -Reaching toward adult Pushing away -Pointing Showing -Nodding head _ Taking -Kissing toy, adult

Slide 19:Coding Gestures

Excluded when coding gestures: Reaching for toys the partner is not holding Moving toys that does not involve interaction with partner Physical movements that are coincidental Physical movement that is not direct communication with partner (e.g., waving arms, moving legs, torso etc.)

Slide 20:Definition of Vocalization

Non-word verbal utterance voiced by the child to the play partner May be coded at the same time as gestures Includes, babbling, cooing, “ah,” “da,” “nababa” laughing, animal and car sounds Excludes crying, involuntary noises (burps), or if the utterance is a recognizable word If utterance includes a recognizable word or multiple word combination and a vocalization(s) (“Pig XX” or “Pig go XX car”) only Word (W) or Multiple Word (M) should be scored. Vocalization is only scored when it occurs in an utterance by itself or with a gesture

Slide 21:Definition of Single Word Utterances

Single Word Utterances are single words voiced by the child that are understood by the person coding Utterance in which only one word is understandable Includes continuous repetition (“go, go, go,” “bye-bye,” “uh-oh,”) counted as one word Two-part proper names (Big Bird, Mary Jane) Sequential naming (“block,” “red,” “blue,”) tally each Sign language Must be understandable as a word Excludes utterance in which word is not understood (code as vocalization V)

Slide 22:Multiple Word Utterances

Multi-word utterances are a combination of two or more different words voiced by the child that are understood by the person coding Words should fit together in meaningful way to approximate sentence Doesn’t need to be grammatically correct Sign language for multiple words At least 2 words need to be understandable Excludes “false start” or stuttering (code as one multiple word utterance)

Slide 23:Next Steps in Training Session: Coding and Scoring Protocol and Practice

Review tape examples for scoring of Gesture, Vocalization, Word and Multiple Words Score first sample administration from videotape Review filled-out score sheet Reliability protocol