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Academic and Classroom Behavior Record
Farran, Dale, 2003
Unpublished instrument, Vanderbilt University, Peabody Research Institute, Nashville, TN

Instruments


Achieving a State of Healthy Weight Rating Scales
National Resource Center for Health and Safety in Child Care (U.S.), May, 2013
Aurora, CO: National Resource Center for Health and Safety in Child Care.

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Adapted Teaching Style Rating Scale
Raver, C. Cybele, 2012
New York: MDRC.

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Advancing the construct validity of the Early Communication Indicator (ECI) for infants and toddlers: Equivalence of growth trajectories across two Early Head Start samples
Greenwood, Charles R., Q4 2013
Early Childhood Research Quarterly, 28(4), 743-758

The Early Communication Indicator (ECI) is a measure for universal screening, intervention decision-making, progress monitoring for infants and toddlers needing higher levels of support, and program accountability. In the context of the ECI's long-term wide-scale use for these purposes, we examined the invariance of ECI measurement in two samples of the same Early Head Start (EHS) population differing in the years data were collected. Invariance or equivalence across samples is an important step in measurement validation because making inferences assumes that the measurements are factorially invariant. A number of time-covarying factors (e.g., assessors, children, etc.) can be hypothesized as threats to measurement invariance. Results of latent growth curve analyses indicated similarity in the functional forms (velocity and shape) of the ECIs four key skill trajectories between groups of children and ECI vocalizations, single, and multiple words trajectories met strong factorial and structural invariance. Gestures met only weak factorial invariance. ECI total communications, a weighted composite of the four scales, also met both strong factorial and structural invariance. With one exception, results indicated that the ECI produced comparable growth estimates over different conditions of programs, assessors, and children over time, strengthening the construct validity of the ECI. Implications are discussed. (author abstract)

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Aligning stage-appropriate evaluation with the stages of implementation: Formative evaluation and fidelity
Blasberg, Amy, 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 95-96). Baltimore: Paul H. Brookes

An introduction to a section of the book Applying Implementation Science in Early Childhood Programs and Systems, focusing on the application of implementation science concepts to the early stages of early care and education program implementation

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Applications of implementation science to early care and education programs and systems: Implications for research, policy, and practice
Halle, Tamara, 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 295-314). Baltimore: Paul H. Brookes

A discussion of the research, policy, and practice implications from a collection of writings on the role of implementation science in early care and education, with examples of applications of implementation science principles, strategies, and frameworks to early care and education practices, programs, and systems

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Applying implementation science in early childhood programs and systems
Halle, Tamara, 2013
Baltimore: Paul H. Brookes

A collection of writings on the role of implementation science in early care and education, with examples of applications of implementation science principles, strategies, and frameworks to early care and education practices, programs, and systems

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Applying lessons learned from evaluations of model early care and education programs to preparation for effective implementation at scale
Downer, Jason T., 2013
In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 157-169). Baltimore: Paul H. Brookes

A discussion of the roles of coaching and intervention fidelity data in supporting successful program implementation

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Assessing changes in socioemotional adjustment across early school transitions: New national scales for children at risk
McDermott, Paul, February, 2013
Journal of School Psychology, 51(1), 97-115

This article reports the development and evidence for validity and application of the Adjustment Scales for Early Transition in Schooling (ASETS). Based on primary analyses of data from the Head Start Impact Study, a nationally representative sample (N=3077) of randomly selected children from low-income households is configured to inform developmental-transitional stability and change in socioemotional adjustment. Longitudinal exploratory and confirmatory factor analysis of the ASETS revealed behavioral dimensions of Aggression, Attention Seeking, Reticence/Withdrawal, Low Energy, and higher-order dimensions of Overactivity and Underactivity. Each dimension was vertically equated through IRT, with Bayesian scoring across 2 years of prekindergarten, kindergarten, and 1st grade. Multilevel modeling provides evidence for concurrent validity, assessment of future risk, and detection of differential growth trajectories across the 4 years of early school transition. (author abstract)

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Assessing home visiting program quality
Korfmacher, Jon, 25 June, 2012
Washington, DC: Pew Center on the States.

An examination of the development and field testing of the Home Visiting Program Quality Rating Tool, a quality rating measure, based on data collected from 21 home visiting programs in Wisconsin and Illinois

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Assessing home visiting program quality: Executive summary
Korfmacher, Jon, 08 June, 2012
Washington, DC: Pew Center on the States.

A summary of an examination of the development and field testing of the Home Visiting Program Quality Rating Tool, a quality rating measure, based on data collected from 21 home visiting programs in Wisconsin and Illinois

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Assessing the strengths of young children at risk: Examining use of the Preschool Behavioral and Emotional Rating Scale with a Head Start population
Griffith, Annette K., September, 2010
Journal of Early Intervention, 32(4), 274-285

Over the past decade, there has been an increased need for the development and use of psychometrically acceptable measures to assess the behavioral and emotional strengths of young children served in statewide preschool and Head Start programs. One measure developed to address this need is the Preschool Behavioral and Emotional Rating Scale (PreBERS), which is a strength-based instrument designed to evaluate the behavioral and emotional strengths of preschool children aged 3 to 5 years old. In a previous study with a nationally representative sample, researchers found that (a) the items of the PreBERS can best be described by a four-factor structure model (Emotional Regulation, School Readiness, Social Confidence, and Family Involvement), (b) the subscales and total measure have highly acceptable levels of internal consistency, and (c) differences were obtained for levels of strength for preschool children with and without disabilities. The findings of this investigation replicate these previous results with a national sample of children (N = 962) enrolled in Head Start programs. Confirmatory factor analysis and analyses of internal consistency and criterion validity provide support for the use of the PreBERS with children served in Head Start programs. Study limitations and implications are addressed (author abstract)

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Assessment of early developing phonological awareness skills: A comparison of the Preschool Individual Growth and Development Indicators and the Phonological Awareness and Literacy Screening-Prek
Moyle, Maura Jones, July, 2013
Early Education and Development, 24(5), 668-686

Research Findings: Assessing the development of early literacy skills is necessary in order to identify children with delays, provide appropriate intervention, and monitor progress. The purpose of the current study was to compare the data obtained from 2 curriculum-based assessments of phonological awareness skills in a sample of low-income, urban preschoolers. Participants included 227 children from Head Start and other community-based preschool classrooms located in a midwestern city. The Preschool Individual Growth and Development Indicators (IGDIs) and the Phonological Awareness and Literacy Screening-PreK (PALS-PreK) were administered in the fall and spring of the year. Results suggested that the PALS-PreK was more advantageous than the IGDIs in terms of providing meaningful data for this group of children. The IGDIs appeared to be more appropriate for developmentally advanced preschoolers in this population. Practice or Policy: There remains a critical need for assessments of emergent literacy that are appropriate for diverse groups of preschool children and can feasibly be used for monitoring development. (author abstract)

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Assessment of preschool early literacy skills: Linking children's educational needs with empirically supported instructional activities
Lonigan, Christopher J., May, 2011
Psychology in the Schools, 48(5), 488-501

The importance of the preschool period in becoming a skilled reader is highlighted by a significant body of evidence that preschool children's development in the areas of oral language, phonological awareness, and print knowledge is predictive of how well they will learn to read once they are exposed to formal reading instruction in elementary school. Although there are now a number of empirically supported instructional activities for helping children who are at risk of later reading difficulties to acquire these early literacy skills, limitations in instructional time and opportunities in most preschool settings require the use of valid assessment procedures to ensure that instructional resources are utilized efficiently. In this article, we discuss the degree to which informal, diagnostic, screening, and progress-monitoring assessments of preschool early literacy skills can inform instructional decisions by considering the strengths and weaknesses of each approach to assessment. (author abstract)

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CAGE Adapted to Include Drugs
Brown, Richard L., January, 1998
Preventive Medicine, 27(1), 101-110

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Career Interest Questionnaire
Tyler-Wood, Tandra L., April, 2010
Journal of Technology and Teacher Education, 18(2), 341-363

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The Child Care Ecology Inventory: A domain-specific measure of home-based child care quality to promote social competence for school readiness
Rusby, Julie, Q4 2013
Early Childhood Research Quarterly, 28(4), 947-959

This study investigates the reliability and validity of the Child Care Ecology Inventory (CCEI), a measure of the quality of family child care in the social domain. The CCEI focuses on research-based environmental features and caregiving practices for promoting positive social development in preschool-age children. A total of 198 family child care homes in the Northwest USA participated. Good scale reliabilities were found for the measures of the environment (Enrichment and Organization) and for caregivers' practices (Monitoring, Positive Attention, Promoting Social Skills, and Teaching Rules) and interrater reliability was adequate for research purposes. The CCEI was associated with other commonly used measures of child care quality that assessed similar environmental and caregiving constructs. Linear regression models were run to determine the features of family child care quality that were concurrently associated with observed child behavior. The child-caregiver ratio, Environment Organization, and caregivers' Teaching Rules were negatively associated with children's problem behavior (noncompliance and aggression). Caregivers' provision of Planned Activities/Routines and Positive Attention were associated with positive child behavior. Results indicate that different aspects of quality are related to different aspects of children's social interactions and behaviors. (author abstract)

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Children's Centre Leadership and Management Rating Scale: CCLMRS
Sylva, Kathy, 2012
Oxford, United Kingdom: University of Oxford, Department of Education

Instruments


Children's Communication Checklist (2nd ed.)
Bishop, D. V. M. (Dorothy V. M.), 2003
London: Pearson Assessments

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Children's Engagement Questionnaire
McWilliam, R. A., 1991
Chapel Hill, NC: Frank Porter Graham Child Development Center

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Children's participation in research
Brostrom, Stig, September, 2012
International Journal of Early Years Education, 20(3), 257-269

In (post) modem society children are seen as active subjects and participants who have a legitimate basis in the United Nations Convention of the Rights of the Child. As a consequence of this, children are able to play an active role in the planning of/and participation in both education and research in their own preschool settings. This article offers an argument based on theory and practical examples for the inclusion of children in education and educational research. It also introduces some of the problems which warrant consideration if researchers are to understand and cooperate with children as co-researchers. The author portrays the educational process and the research process as a possible way for the democratisation of children. (author abstract)

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Children's participation in research
Brostrom, Stig, September, 2012
International Journal of Early Years Education, 20(3), 257-269

In (post) modem society children are seen as active subjects and participants who have a legitimate basis in the United Nations Convention of the Rights of the Child. As a consequence of this, children are able to play an active role in the planning of/and participation in both education and research in their own preschool settings. This article offers an argument based on theory and practical examples for the inclusion of children in education and educational research. It also introduces some of the problems which warrant consideration if researchers are to understand and cooperate with children as co-researchers. The author portrays the educational process and the research process as a possible way for the democratisation of children. (author abstract)

Other


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Classroom Practices Frequency Scale
Nathanson, Lori, 2007
Unpublished instrument, University of Virginia, Charlottesville.

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Classroom Practices Observation Measure
Abry, Tashia, 2010
Unpublished instrument, University of Virginia, Charlottesville.

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Classroom Practices Teacher Survey
Nathanson, Lori, 2007
Unpublished instrument, University of Virginia, Charlottesville.

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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