Evaluating construct validity and internal consistency of early childhood individualized family service plans

Jung, Lee Ann; Bradley, Kelly D.; Sampson, Shannon; McWilliam, R. A.; Toland, Michael D.

doi:10.1016/j.stueduc.2015.03.001

Cited by 6 publications

(5 citation statements)

References 10 publications

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“…Early intervention researchers have used Rasch analysis and other IRT procedures to evaluate the psychometric properties of performance checklists (Boavida, Akers, McWilliam, & Jung, 2015), curriculum-based measures (Bricker, Yovanoff, Capt, & Allen, 2003), developmental scales (Chien & Bond, 2009), behavior screening tools for infants (Distefano, Greer, Kamphaus, & Brown, 2014), and individualized family service plan (IFSP) rating scales (Jung, Bradley, Sampson, McWilliam, & Toland, 2015). Snyder and Sheehan (1992) recommended the Rasch approach in education and psychology because it assumes invariant, unidimensional linear measurement, meaning it does not assume that all items are equally "difficult.…”

Section: Rasch Analysis For Analyzing Difficulty Of Practicesmentioning

confidence: 99%

Early Intervention and Family-Centeredness in Spain: Description and Profile of Professional Practices

García-Grau

Rico

McWilliam

et al. 2019

Topics in Early Childhood Special Education

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Despite an emphasis on family-centered practices in early intervention, the translation of this philosophy into practice is unclear. We, therefore, measured practices of 250 early intervention service providers in Spain, with the Families in Natural Environments Scale of Service Evaluation. We analyzed the “difficulty” of practices, through Rasch analysis, and reasons for the discrepancy between typical and ideal practices, through qualitative analysis. Results showed that the typical high-quality practices were working with families and demonstrating strategies, whereas the typical low-quality practices were identifying family supports and letting the family set the agenda for the home visit. Lack of training was the most frequently reported reason for the discrepancy. Rasch analyses showed that the items participants were most likely to score low were identifying family supports, addressing families’ satisfaction with routines, and letting families set the agenda for the visit.

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Section: Rasch Analysis For Analyzing Difficulty Of Practicesmentioning

confidence: 99%

Early Intervention and Family-Centeredness in Spain: Description and Profile of Professional Practices

García-Grau

Rico

McWilliam

et al. 2019

Topics in Early Childhood Special Education

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“…In some prior studies, the writing indicator was rated after reviewing all components of the IFSP (Jung & Baird, 2003; Jung & McWilliam, 2005). In the present study, similarly to Jung (2010) and Jung, Bradley, Sampson, & McWilliam (2015), writing was rated using two indicators after reviewing the present levels of development section and the outcomes section, respectively, resulting in 13 indicators. In addition, the Natural Environments subscale and associated indicator were labeled “location” in earlier studies.…”

Section: Methodsmentioning

confidence: 99%

“…A principal components analysis yielded a three-component solution accounting for 64% of the variance, with the components labeled outcome writing, natural environments practices, and outcome selection. In an analysis of the same IFSPs using a Rasch partial credit model, item score reliability (α) was .98 (Jung et al, 2015).…”

Section: Methodsmentioning

confidence: 99%

Individualized Family Service Plan Quality and Alignment of Child-Focused Outcomes to Federal Outcomes and State Early Learning Guidelines

Ridgley

Snyder

McWilliam

2018

Topics in Early Childhood Special Education

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We used two judgment-based scales to evaluate quality features of 623 individualized family service plans (IFSP) contributed by 73 service coordinators in one state. We also explored the alignment between the skills specified in child-focused IFSP outcomes, the three Individuals With Disabilities Education Act (IDEA) early childhood outcome categories, and the knowledge and skill statements included in state early learning guidelines. Findings showed IFSP content generally was family-centered and of good quality. Outcomes were more frequently aligned with the IDEA outcome categories addressing the use of appropriate behaviors to meet needs and the acquisition and use of knowledge and skills. Outcomes were aligned more frequently with early learning guidelines in the areas of physical development, speech/language development, and approaches to learning. We discuss how instruments and procedures could be used to evaluate IFSP quality and determine connections to expected knowledge and skills for all children identified by state and federal programs.

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“…In 1986, the legislation was rearranged to provide early intervention services for 0-3 years of aged infants and children with or with risk of developmental disabilities and become a national law. Early intervention services are provided under the Part C of the legislation that is known as Individuals with Disabilities Education Act (IDEA) at the present time (Hebbeler, Spiker and Kahn, 2012;Bruder, Dunst, Wilson and Stayton, 2013;Casanueva, Cross and Ringeisen, 2008;Jung, Bradley, Sampson, McWilliam and Toland, 2015). Early intervention services under the Part C are aimed to enhance development of infants and young children and to minimize the effects of disabilities (Casanueva, Cross and Ringeisen, 2008).…”

Section: Introduction:-mentioning

confidence: 99%

“…IFSP is the core context and core component of the early intervention practices (Etscheidt, 2006;Ridgley, Syneder, McWilliam and Davis, 2011;Bruder, Dunst and Mogro-Wilson, 2011). Families who get early intervention services, provided federally, have many rights and all the families are guaranteed for preparing IFSP with early intervention team (Jung et al, 2015). IFSP is the plan that is essential for all infants, young children and their families who get early intervention services and it includes both family and child directed services (Bailey, Raspa and Fox, 2012).…”

Section: Introduction:-mentioning

confidence: 99%

Individualized Family Service Plan and Its Differences From Individualized Education Program.

Aytekin¹

2016

IJAR

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Evaluating construct validity and internal consistency of early childhood individualized family service plans

Cited by 6 publications

References 10 publications

Early Intervention and Family-Centeredness in Spain: Description and Profile of Professional Practices

Early Intervention and Family-Centeredness in Spain: Description and Profile of Professional Practices

Individualized Family Service Plan Quality and Alignment of Child-Focused Outcomes to Federal Outcomes and State Early Learning Guidelines

Individualized Family Service Plan and Its Differences From Individualized Education Program.

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