EARLY COMMUNICATION INDICATOR-PORTUGAL: EVIDENCE FOR ITS USE IN ASSESSING AND MONITORING COMMUNICATION IN YOUNG CHILDREN

Autors/ores

  • Sandra Ferreira Research Centre on Child Studies (CIEC), Institute of Education, University of Minho, Portugal
  • Anabela Cruz-Santos Research Centre on Child Studies (CIEC), Institute of Education, University of Minho, Portugal
  • Leandro S. Almeida Research Centre of Psychology (CIPsi), School of Psychology, University of Minho, Portugal

DOI:

https://doi.org/10.46827/ejes.v11i12.5622

Paraules clau:

assessment, monitoring, early communication, communication disorders

Resum

The need for effective, globally validated tools to assess and monitor communication in early childhood has led different populations to explore and adapt tools that have already been validated in other countries and languages.  A promising tool to support the assessment and monitoring of early communication is the Early Communication Indicator (ECI), developed in the USA. The ECI has recently been adapted for the Portuguese population, and the aim of this paper is to describe its characteristics and report the results obtained with Portuguese children aged between 6 and 42 months, presenting evidence for its use in assessing and monitoring communication in Portuguese children at an early age. This evidence shows the sensitivity of the ECI-Portugal in capturing the changes that occur throughout the communicative development of Portuguese children in the early years, and in identifying differences between children with and without communication disorders. Further research is needed to advance the development of the ECI in the Portuguese context. Consequently, a discussion of the research and practical steps needed to move this project forward is presented.

 

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Biografies de l'autor/a

  • Sandra Ferreira, Research Centre on Child Studies (CIEC), Institute of Education, University of Minho, Portugal

    Sandra Ferreira (PhD), Research Centre on Child Studies (CIEC), Institute of Education- University of Minho, Braga/ The Polytechnic Institute of Viseu, Portugal.

    ORCID: https://orcid.org/0000-0002-5088-054X

  • Anabela Cruz-Santos, Research Centre on Child Studies (CIEC), Institute of Education, University of Minho, Portugal

    Anabela Cruz-Santos (PhD), Assistant Professor, Department of Educational Psychology and Special Education, Research Centre on Child Studies (CIEC), Institute of Education- University of Minho, Braga, Portugal.

    ORCID: https://orcid.org/0000-0002-9985-8466

  • Leandro S. Almeida, Research Centre of Psychology (CIPsi), School of Psychology, University of Minho, Portugal

    Leandro S. Almeida (PhD), Full Professor, School of Psychology, Research Centre of Psychology (CIPsi), University of Minho, Braga, Portugal.

    ORCID: https://orcid.org/0000-0002-0651-7014

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Publicat

2024-10-13

Número

Vol. 11 Núm. 12 (2024)

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