Exploring the Classification Accuracy of the Early Communication Indicator (ECI) with Dual-Language Learners from Latinx Backgrounds

Autor/inn/en	King, Marika; Larson, Anne L.; Buzhardt, Jay
Titel	Exploring the Classification Accuracy of the Early Communication Indicator (ECI) with Dual-Language Learners from Latinx Backgrounds
Quelle	In: Assessment for Effective Intervention, 47 (2022) 4, S.209-219 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (King, Marika) ORCID (Larson, Anne L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/15345084211027138
Schlagwörter	Hispanic American Students; Bilingual Education; Communication Skills; Infants; Toddlers; At Risk Persons; Delayed Speech; Language Impairments; Federal Programs; Low Income Students; Social Services; Spanish Speaking; English (Second Language); Early Intervention; Measures (Individuals) + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bilingual teaching; Bilingualer Unterricht; Kommunikationsstil; Infant; Toddler; Toddlers; Kleinkind; Infants; Risikogruppe; Sprachverzögerung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Social service; Soziale Dienstleistung; Soziale Dienste; English as second language; English; Second Language; Englisch als Zweitsprache; Messdaten
Abstract	Few, if any, reliable and valid screening tools exist to identify language delay in young Spanish-English speaking dual-language learners (DLLs). The early communication indicator (ECI) is a brief, naturalistic measure of expressive communication development designed to inform intervention decision-making and progress monitoring for infants and toddlers at-risk for language delays. We assessed the accuracy of the ECI as a language-screening tool for DLLs from Latinx backgrounds by completing classification accuracy analysis on 39 participants who completed the ECI and a widely used standardized reference, the Preschool Language Scales, Fifth Edition-Spanish, (PLS-5 Spanish). Sensitivity of the ECI was high, but the specificity was low, resulting in low classification accuracy overall. Given the limitations of using standalone assessments as a reference for DLLs, a subset of participants (n = 22) completed additional parent-report measures related to identification of language delay. Combining the ECI with parent-report data, the specificity of the ECI remained high, and the sensitivity improved. Findings show preliminary support for the ECI as a language-screening tool, especially when combined with other information sources, and highlight the need for validated language assessment for DLLs from Latinx backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01