Learning How To Learning How To Administer the ECIAdminister the ECI

Dale Walker, Judith Carta, and Dale Walker, Judith Carta, and Charles GreenwoodCharles Greenwood

Goals For This SectionGoals For This Section

AdministrationAdministration: Discuss how to : Discuss how to administer the ECI administer the ECI – View tapes with Do and Don’t examplesView tapes with Do and Don’t examples– Review Administration ChecklistReview Administration Checklist

Review definitions of key skill Review definitions of key skill elements (Gestures, Vocalizations, elements (Gestures, Vocalizations, Words and Multiple Words)Words and Multiple Words)

Setting up ECI Setting up ECI AssessmentAssessment

Familiar adult and child sit in area that Familiar adult and child sit in area that is comfortable where they can playis comfortable where they can play

May place infant in chair with tray or May place infant in chair with tray or table or supported on floortable or supported on floor

Toys within reach of childToys within reach of child Feet, head,neck supportedFeet, head,neck supported Play partner should be able to have Play partner should be able to have

eye contact with childeye contact with child

MaterialsMaterials

Select House or Barn – alternate Select House or Barn – alternate forms each time you assess the forms each time you assess the infant/childinfant/child

Set up prior to bringing child into Set up prior to bringing child into assessment (see toys sets)assessment (see toys sets)

Make attractive, set up areas of Make attractive, set up areas of barn/house to encourage playbarn/house to encourage play

Make sure that child can reach items Make sure that child can reach items

Notes about Farm and Notes about Farm and HouseHouse

Batteries should be removedBatteries should be removed Add rattle or something that shakes for Add rattle or something that shakes for

younger infantsyounger infants Add Little People dolls or similar figures Add Little People dolls or similar figures

including female and males, and children including female and males, and children that are multiethnic that are multiethnic

See list of Materials Needed in Website and See list of Materials Needed in Website and in Manualin Manual

Approximate cost: $35.00 per House and Approximate cost: $35.00 per House and BarnBarn

ECI Assessment ProcedureECI Assessment Procedure

Option 1: Two people – a play partner Option 1: Two people – a play partner and a live recorderand a live recorder

Option 2: One person – a play partner Option 2: One person – a play partner who videotapes the session and records who videotapes the session and records later from the tapelater from the tape

Assessment (play) session timed for 6 Assessment (play) session timed for 6 minutesminutes

Assessor follows child’s lead and Assessor follows child’s lead and comments on child’s words and actions comments on child’s words and actions to encourage communication to encourage communication

Video CameraVideo Camera Video camera person stays still, interacts Video camera person stays still, interacts

little if at all with child or play partnerlittle if at all with child or play partner Need to move camera to keep child in Need to move camera to keep child in

viewfinder and check visual and sound viewfinder and check visual and sound quality settingsquality settings

Camera person may time sessions using Camera person may time sessions using digital timerdigital timer

Camera view, sound quality and loudness Camera view, sound quality and loudness affect later recording accuracyaffect later recording accuracy

Say “Start” to record voice marker for Say “Start” to record voice marker for beginning of session and “Stop” to record beginning of session and “Stop” to record voice marker for ending of sessionvoice marker for ending of session

Warm Up Session(s)Warm Up Session(s)

If you are unfamiliar to child, If you are unfamiliar to child, spend time with child in their spend time with child in their classroom/homeclassroom/home

Join in child’s play with a familiar Join in child’s play with a familiar caregiver to promote interactioncaregiver to promote interaction

Once familiar, let child know that Once familiar, let child know that you are going to play with some you are going to play with some toystoys

ECI Administration ECI Administration SessionsSessions

Adult plays with child in a manner that Adult plays with child in a manner that encourages interaction with the toy encourages interaction with the toy and adultand adult

Follow child’s leadFollow child’s lead Comment about what child is doing, or Comment about what child is doing, or

adult may describe what he/she is adult may describe what he/she is doingdoing

Ok to ask some questions just should Ok to ask some questions just should not be main manner of interacting with not be main manner of interacting with childchild

Ending ECI AssessmentEnding ECI Assessment

When 6 minutes has elapsed, signal When 6 minutes has elapsed, signal adult play partneradult play partner

Let child know that it is time to stop Let child know that it is time to stop playing (have an alternate activity playing (have an alternate activity reminder ready for the child)reminder ready for the child)

Thank child for playingThank child for playing Clean toys with disposable Clean toys with disposable

antibacterial towelettesantibacterial towelettes

Modifications for children Modifications for children with physical or sensory with physical or sensory impairmentsimpairments Move toys closer to childMove toys closer to child Position child in manner that allows best Position child in manner that allows best

accessaccess Adult does more movement of toysAdult does more movement of toys Orient child toward toysOrient child toward toys Introduce toys to the child allowing him/her to Introduce toys to the child allowing him/her to

touch and manipulatetouch and manipulate Tell child where you have placed toysTell child where you have placed toys Include toys that are appropriate for the child, Include toys that are appropriate for the child,

larger, more identifiable, sounds, textureslarger, more identifiable, sounds, textures

ECI Administration Checklist

Trainee______________________ Date:___________________ Tape: _____________

This checklist may be used to score the administration tapes for the ECI. To be certified to administer the ECI, the adult play partner should complete the administration steps to at least an 81% (13 out of 16) criterion level. Setting up the ECI Administration Situation: Materials & Positioning 1. Adult play partner sets up the House or Barn prior to session. 2. The toys inside have been arranged to attract child’s attention. 3. Barn or house is set up with sides open. 4. Adult and child are positioned so they can see and reach toys. 5. Adult Play partner and child can have eye contact. 6. Child is positioned appropriately for his/ her developmental level (head, neck and feet supported as needed). 7. Session is timed ECI Assessment Administration: Play Situation 8. Adult play partner follows child’s lead in play situation. 9. Adult play partner comments about what child is doing. 10. Adult play partner describes what he/ she is doing. 11. Adult play partner interacts in non-directive, friendly manner. 12. Adult play partner uses questions sparingly. Ending ECI Session 13. Session ends exactly after 6 minutes have elapsed. 14. Adult play partner lets child know that it is time to stop. 15. Adult play partner thanks child for playing. 16. Adult play partner cleans toys (may be reported). Administration Accuracy = [(Total Number of Steps Completed Correctly/16 Steps) x 100] = _______% (Need 81%)

Item Yes No 1 2 3 4 5 6 7 8 9 10 11 12

13 14 15 16

Total

Yes

No

View Administration Do View Administration Do and Don’t Tapeand Don’t Tape

Coding DefinitionsCoding Definitions

Tally frequency of child’s use of Tally frequency of child’s use of – Gestures (G)Gestures (G)– Vocalizations (V)Vocalizations (V)– Single-Word Utterance (W)Single-Word Utterance (W)– Multiple Word utterances (M)Multiple Word utterances (M)

Code communication, not just Code communication, not just engagement with toyengagement with toy

Use coding sheet to code Use coding sheet to code communicative behaviors occurring communicative behaviors occurring during each minute of session during each minute of session

Scoring ConventionsScoring Conventions Gestures, Vocalizations, Single Words Gestures, Vocalizations, Single Words

and Multiple Words should be tallied and Multiple Words should be tallied on ECI Coding Sheet and numbers on ECI Coding Sheet and numbers entered into website for each child. entered into website for each child. The website program will weight the The website program will weight the scores: scores:

Single words are given a weight of 2 Single words are given a weight of 2 (multiplied by 2)(multiplied by 2)

Multiple words are given weight of 3 Multiple words are given weight of 3 (multiplied by 3)(multiplied by 3)

Recording Recording ExampleExample

Expressive Communication ECI CODING SHEET

Gestures Vocalizations Single Word Utterances

Multi-Word Utterances

Total

:00

G

I

V

II

W

I

M

IIIIII

10

1:00

G V W M

2:00

G V W M

3:00

G V W M

4:00

G V W M

5:00

G V W M

Child ID 502 Wave:_______8_____ Test Date:_________________

Assessor:_Annessa____

Coder: _Gabriel_________ Circle one: Barn / House

Location: _____Testing Room_________ Reliability Y N Primary Coder Name: ________________

Definition of GesturesDefinition of Gestures

Gestures are physical movements made Gestures are physical movements made by the child in an attempt to communicate by the child in an attempt to communicate with the play partner or toy. An episode with the play partner or toy. An episode ends when there is a distinct change in the ends when there is a distinct change in the child’s movement. May be recorded along child’s movement. May be recorded along with other forms of communicationwith other forms of communication

– GivingGiving -Reaching toward adult-Reaching toward adult– Pushing awayPushing away -Pointing-Pointing– ShowingShowing -Nodding head-Nodding head_ Taking_ Taking -Kissing toy, adult-Kissing toy, adult

Recording Gestures

Coding GesturesCoding Gestures

Excluded when coding gestures:Excluded when coding gestures:– Reaching for toys the partner is not Reaching for toys the partner is not

holdingholding– Moving toys that does not involve Moving toys that does not involve

interaction with partnerinteraction with partner– Physical movements that are coincidentalPhysical movements that are coincidental– Physical movement that is not direct Physical movement that is not direct

communication with partner (e.g., waving communication with partner (e.g., waving arms, moving legs, torso etc.)arms, moving legs, torso etc.)

Definition of VocalizationDefinition of Vocalization Non-word verbal utterance voiced by the child Non-word verbal utterance voiced by the child

to the play partnerto the play partner May be coded at the same time as gesturesMay be coded at the same time as gestures Includes, babbling, cooing, “ah,” “da,” Includes, babbling, cooing, “ah,” “da,”

“nababa” laughing, animal and car sounds“nababa” laughing, animal and car sounds Excludes crying, involuntary noises (burps), or Excludes crying, involuntary noises (burps), or

if the utterance is a recognizable wordif the utterance is a recognizable word If If utteranceutterance includes a recognizable word or includes a recognizable word or

multiple word combination multiple word combination andand a vocalization(s) a vocalization(s) (“Pig XX” or “Pig go XX car”) only Word (W) or (“Pig XX” or “Pig go XX car”) only Word (W) or Multiple Word (M) should be scored. Multiple Word (M) should be scored. Vocalization is only scored when it occurs in an Vocalization is only scored when it occurs in an utterance by itself or with a gesture utterance by itself or with a gesture

Definition of Single Word Definition of Single Word UtterancesUtterances

Single WordSingle Word Utterances are single words voiced by Utterances are single words voiced by the child that are the child that are understood understood by the person codingby the person coding

Utterance in which only one word is understandableUtterance in which only one word is understandable Includes continuous repetition (“go, go, go,” “bye-Includes continuous repetition (“go, go, go,” “bye-

bye,” “uh-oh,”) counted as one wordbye,” “uh-oh,”) counted as one word Two-part proper names (Big Bird, Mary Jane)Two-part proper names (Big Bird, Mary Jane) Sequential naming (“block,” “red,” “blue,”) tally Sequential naming (“block,” “red,” “blue,”) tally

each each Sign languageSign language Must be understandable as a wordMust be understandable as a word Excludes utterance in which word is not understood Excludes utterance in which word is not understood

(code as vocalization V)(code as vocalization V)

Multiple Word UtterancesMultiple Word Utterances Multi-word utterancesMulti-word utterances are a combination of are a combination of

two or more different words voiced by the two or more different words voiced by the child that are child that are understood understood by the person by the person codingcoding

Words should fit together in meaningful way Words should fit together in meaningful way to approximate sentenceto approximate sentence

Doesn’t need to be grammatically correctDoesn’t need to be grammatically correct Sign language for multiple wordsSign language for multiple words At least 2 words need to be At least 2 words need to be understandableunderstandable Excludes “false start” or stuttering (code as Excludes “false start” or stuttering (code as

one multiple word utterance)one multiple word utterance)

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

Review tape examples for scoring of Review tape examples for scoring of Gesture, Vocalization, Word and Gesture, Vocalization, Word and Multiple WordsMultiple Words

Score first sample administration from Score first sample administration from videotapevideotape– Review filled-out score sheetReview filled-out score sheet

Reliability protocolReliability protocol

Expressive Communication ECI RECORDING SHEET (Example)

Gestures

Vocalizations

Single Word Utterances

Multiple Word

Utterances

Total Communi-

cation

Begin 0:00

Sec.

G //

V W M

1:00

Sec.

G //

V W M //

2:00

Sec.

G

V W /

M

3:00

Sec.

G ///

V W ////

M

4:00

Sec.

G V W //

M ///// /

5 :00

Sec.

G /

V W M

6 min. End

Total

G 8

V 0

W 7

M 8

23

INTEROBSERVER AGREEMENT CHECK CALCULATION (Example):

Child ID #:005678_ Test Date: 12/15/02 Assessor’s Name: Avery Fuchs Circle Form: Barn / House Primary Coder’s Name: Mary Todd Location (Circle one): Home/Center/Other Reliability: Y N Secondary Coder’s Name: Bernadine Roberts

Gestures

Vocalizations

Single Words

Multiple Words

TOTALS

Primary Coder (PC)

GPC

8 VPC

0 WPC

7 MPC

8 PCTOTAL

23

Reliability Coder (RC)

GRC

13 VRC

0 WRC

8 MRC

10 RCTOTAL

31

Overall %

Agree (A)

GA

8 VA

0 WA

7 MA

8

ATOTAL

23

Agreement A/A+D = 74%

Disagree (D) GD

5 VD

0 WD

1 MD

2

DTOTAL

8

Skill Percentage Agreement (%)

GP%

62%

A/A+D =

VP%

0%

A/A+D =

WP%

88%

A/A+D =

M%

80%

A/A+D =

Calculation of Percentage Agreement:

1. Record Primary coder scores in first row 2. Record Reliability coder scores in second row 3. Record the number on which they agreed on the third row 4. Record the number on which they disagreed on the fourth row 5. Calculate Percent Agreement for each Key Skill Element (by column) using the formula

below dividing agreements by agreements + disagreements x 100. 6. Sum the Key Skill Element Agreements (ATotal) and Disagreements (DTotal) to find row

totals for each (use the third and fourth rows) 7. Calculate the Overall Percent Agreement using Agreements (ATotal) and Disagreements

(DTotal) in the formula below: Percent Agreement = Number of Agreements/(Number of Agreements + Disagreements) x 100