1. Learning How To Administer the ECI Dale Walker, Judith Carta, and Charles Greenwood

2. Goals For This Section n Administration: Discuss how to administer the ECI –View tapes with Do and Don’t examples –Review Administration Checklist n Review definitions of key skill elements (Gestures, Vocalizations, Words and Multiple Words)

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

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

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

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

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

8. Warm Up Session(s) n If you are unfamiliar to child, spend time with child in their classroom/home n Join in child’s play with a familiar caregiver to promote interaction n Once familiar, let child know that you are going to play with some toys

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

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

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

13. View Administration Do and Don’t Tape

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

15. Scoring Conventions n 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: n Single words are given a weight of 2 (multiplied by 2) n Multiple words are given weight of 3 (multiplied by 3)

16. Recording Example

17. Definition of Gestures n 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

18. Recording Gestures

19. Coding Gestures n 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.)

20. Definition of Vocalization n Non-word verbal utterance voiced by the child to the play partner n May be coded at the same time as gestures n Includes, babbling, cooing, “ah,” “da,” “nababa” laughing, animal and car sounds n Excludes crying, involuntary noises (burps), or if the utterance is a recognizable word n 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

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

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

23. Next Steps in Training Session: Coding and Scoring Protocol and Practice n Review tape examples for scoring of Gesture, Vocalization, Word and Multiple Words n Score first sample administration from videotape –Review filled-out score sheet n Reliability protocol