ECO Resources: Papers

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2012

Outcomes for Children Served through IDEA's Early Childhood Programs. The Early Childhood Outcomes Center (2012).

IDEA's early childhood programs: Powerful vision and pesky details. Hebbeler, K., Spiker, D., & Kahn, L. (2012).

What Is the Future of Family Outcomes and Family-Centered Services? Bailey, D., Raspa, M.., & Fox,L. (2012).

SPP/APR Indicator Analyses. The Early Childhood Outcomes Center (2012).

2011

Analysis Steps the Early Childhood Outcome Center Used to Generate National Numbers for Categories A-E and the Summary Statements and Results. Kahn, L. (2011).

Building good assessment into accountability systems for early childhood programs. Hebbeler, K., Barton, L., Taylor, C., & Spiker, D. (2011).

Cost-effectiveness and efficacy of programs. Hebbeler, K., & Spiker, D. (2011).

Development and Psychometric Validation of the Family Outcomes Survey-Revised. Bailey, D.B., Raspa, M., Olmstead, M.G., Novak, S.P., Sam, A.M., Humphreys, B.P. (2011).

Outcomes for Children Served through IDEA's Early Childhood Programs. The Early Childhood Outcomes Center (2011).

Family Data: Indicator C4 Highlights. The Early Childhood Outcomes Center (2011).

SPP/APR Indicator Analyses. The Early Childhood Outcomes Center (2011).

2010 

Measuring family outcomes in early intervention: Findings from a large-scale assessment. Raspa, M., Bailey, D. B., Nelson, R., Robinson, N., Simpson, M. E., Guillen, C., Olmsted, M., & Houts, R (2010).

Outcomes reported by Spanish-speaking families in early intervention. Olmsted, M. G., Bailey, D. B., Raspa, M., Nelson, R., Robinson, N., Simpson, M. E., et al. (2010).

SPP/APR Indicator Analyses. The Early Childhood Outcomes Center (2010).

2009 

Accountability for Services for Young Children With Disabilities and the Assessment of Meaningful Outcomes: The Role of the Speech-Language Pathologist. Hebbeler, K., & Rooney, R. (2009).

A Guide to Analyzing Data from the Family Outcomes Survey. Raspa, M., Hebbeler, K. & Bailey, D. (2009).

2008 

Setting Targets for Child Outcomes. Hebbeler, K. & Kahn, L. (2008).

Measuring Family Outcomes: Considerations for Large-Scale Data Collection in Early Intervention. Bailey, D., Hebbeler, K., Olmsted, M., Raspa, M., & Bruder, M. (2008).

Assessment and Accountability for Programs Serving Young Children with Disabilities. Hebbeler, K., Barton, L.R., & Mallik, S. (2008).

2007

The Need for Data on Child and Family Outcomes at the Federal and State Levels. Hebbeler, K., & Barton, L. (2007).

Progress developing the Kansas Early Childhood Special Education Accountability System: Initial findings using the ECO Child Outcome Summary Form (COSF). Greenwood , C. R., Walker , D., Hornback, M., Nelson, C., Hebbeler, K., & Spiker, D. (2007). 

ECO Suggestions for Updating SPP Child Outcome Indicators due February 2008. The Early Childhood Outcomes Center (October, 2007).

2006 

Recommended Outcomes for Families of Young Children with Disabilities. Bailey, D. B. Jr., Bruder, M.B., Hebbeler, K., Carta, J., Defosset, M., Greenwood, C., Kahn, L., Mallik, S., Markowitz, J., Spiker, D., Walker, D., & Barton, L. (2006).

OSEP's Revised Child Outcomes Reporting Requirement for Part C and Part B/619 Programs: What the Changes Mean for States. The Early Childhood Outcomes Center (September, 2006).

Guidance for States in Documenting Family Outcomes for Early Intervention and Early Childhood Special Education. The Early Childhood Outcomes Center (April, 2006).

2005

Comments from the Early Childhood Outcome Center on Proposed Indicators for Child and Family Outcomes. The Early Childhood Outcomes Center (May, 2005).

Family and Child Outcomes for Early Intervention and Early Childhood Special Education. The Early Childhood Outcomes Center (April 2005).

Family Outcomes of Early Intervention and Early Childhood Special Education: Issues and Considerations. The Early Childhood Outcomes Center (January, 2005).

2004

Uses and Misuses of Data on Outcomes for Children with Disabilities. The Early Childhood Outcomes Center (July, 2004).

Considerations Related to Developing a System for Measuring Outcomes for Young Children with Disabilities and Their Families. The Early Childhood Outcomes Center (April, 2004).


Full Citations and Links to Papers

2012

The Early Childhood Outcomes Center (2012). Summary of child outcomes. Outcomes for Children Served through IDEA's Early Childhood Programs.

This 2-page document summarizes the analyses of the FFY 2010 child outcomes data submitted by states to OSEP in February 2012.
Outcomes for Children Served through IDEA's Early Childhood Programs [1.08MB PDF]

Hebbeler, K., Spiker, D., & Kahn, L. (2012). IDEA's early childhood programs: Powerful vision and pesky details. Topics in Early Childhood Special Education, 31(4), 199-207.

National policy affects local practice in a variety of ways and through a variety of mechanisms. In this article, the authors examine what has been learned from Individuals With Disabilities Education Act's (IDEA) two early childhood (EC) programs about the power and limitations of policy as a lever to improve the lives of young children. Ecological theory provides a useful framework for understanding how IDEA directly and indirectly influences the provision of services to young children with disabilities and their families. Experience implementing Part C and Part B Preschool for 25 years not only confirms the power of the law's vision but also reveals some barriers to effective nationwide implementation. Implementation issues in four areas are discussed: access to services, the quality of services, cost and funding, and outcomes. The current move to build coordinated and integrated EC systems in states presents new opportunities and new challenges in these areas for IDEA's early childhood programs.

http://tec.sagepub.com/content/31/4.toc

Bailey, D., Raspa. M., & Fox, L. (2012). What Is the Future of Family Outcomes and Family-Centered Services? Topics in Early Childhood Special Education, 31(4), 216-223.

The central role of family support in programs serving young children with disabilities was emphasized in Public Law 99-457. In the ensuing 25 years, much work has been done to describe the principles and practices that characterize effective family support. Less clear is whether and how programs serving infants, toddlers, and preschoolers promote family outcomes. This article describes the components of family-centered practice and summarizes the data in support of the use of such practices. The authors show that early intervention and preschool programs are not held accountable for family outcomes; instead, they are limited only to showing that families are satisfied with services. The authors predict that family outcomes will not be part of any national accountability effort in the near future until research clearly shows that such outcomes ultimately will benefit children, and they suggest several lines of work needed to advance the field toward making an informed policy decision about documenting family benefit.

http://tec.sagepub.com/content/31/4/216

The Early Childhood Outcomes Center (2012). SPP/APR Indicator Analysis.

These annual reports summarize progress across all states and jurisdictions based on data reported to OSEP in the February 2011 APRs (FFY 2010). The ECO Center prepares the annual reports for the child outcomes indicators for Part C and Part B, and the family indicator for Part C.

2011

Kahn, L. (2011). This paper presents background on the methodologies and processes used in determining the national results reported annually. Analysis Steps the Early Childhood Outcome Center Used to Generate National Numbers for Categories A-E and the Summary Statements and Results

Analysis Steps the Early Childhood Outcome Center Used to Generate National Numbers for Categories A-E and the Summary Statements and Results [907KB DOC]

Hebbeler, K., Barton, L., Taylor, C. & Spiker, D. (2011). Building good assessment into accountability systems for early childhood programs. In M. McLean & P. Snyder (Eds.). Young Exceptional Children, Monograph Series No. 13. Gathering Information to make informed decisions: Contemporary perspectives about assessment in early intervention and early childhood special education. 173-198.

A discussion of the need for quality assessment practices in order to achieve reliable data in tracking outcomes from services to young children with disabilties.

http://dec-sped.org/Store/YEC_Monograph_Series

Hebbeler, K., & Spiker, D. (2011). Cost-effectiveness and efficacy of programs. In C.J. Groark (Series Ed.) & S. Eidelman (Vol. Ed.), Early childhood intervention: Shaping the future for children with special needs and their families, three volumes: Vol. 1 (173-207). Santa Barbara, CA: ABC-CLIO, Praeger.

A brief summary of terms and analyses used in determining costs and cost-efficiency in early intervention services. The authors also address what is known about efficacy, effectiveness, and cost-effectiveness of services to young children with disabilities, as well as future trends and the need for information to make good decisions about programs and services.

http://www.abc-clio.com/product.aspx?id=2147498768

Bailey, D.B., Raspa, M., Olmstead, M.G., Novak, S.P., Sam, A.M., Humphreys, B.P. (2011). Development and Psychometric Validation of the Family Outcomes Survey-Revised. Journal of Early Intervention, 33(1):6-23.

Few psychometrically valid scales exist to assess family outcomes and the helpfulness of early intervention. This article describes the development and psychometric properties of the Family Outcomes Survey- Revised. The revision was prompted by the need to (a) create a new format that would be easier for parents to understand, (b) revise and expand the survey items to provide more information for states to use in planning for program improvement, and (c) demonstrate acceptable psychometric properties. Input from stakeholders and experts was used to identify concepts and develop candidate items. Data from a web-based survey conducted with 265 families in Illinois and Texas were used to assess the psychometric properties of candidate items. These activities produced a revised survey with sound psychometric integrity that can be used to document family outcomes and identify areas for program improvement.

Development and Psychometric Validation of the Family Outcomes Survey- Revised PDF

The Early Childhood Outcomes Center (2011). Summary of child outcomes. Outcomes for Children Served through IDEA's Early Childhood Programs.

This 2-page document summarizes the analyses of the FFY 2009 child outcomes data submitted by states to OSEP in February 2011.
Outcomes for Children Served through IDEA's Early Childhood Programs [566KB PDF]

The Early Childhood Outcomes Center (2011). Summary of family outcomes. Family Data: Indicator C4 Highlights.

This 2-page document summarizes the analyses of the FFY 2009 family outcomes data submitted by states to OSEP in February 2011. [608KB PDF]

The Early Childhood Outcomes Center (2011). SPP/APR Indicator Analysis.

These annual reports summarize progress across all states and jurisdictions based on data reported to OSEP in the February 2010 APRs (FFY 2009). The ECO Center prepares the annual reports for the child outcomes indicators for Part C and Part B, and the family indicator for Part C.

2010 

Raspa, M., Bailey, D. B., Nelson, R., Robinson, N., Simpson, M. E., Guillen, C., Olmsted, M., & Houts, R.(2010). Measuring family outcomes in early intervention: Findings from a large-scale assessment. Exceptional Children, 76(4), 496-510.

This study reports data from a large scale assessment using the Family Outcomes Survey with families participating in early intervention. The study was designed to determine how families describe themselves with regard to outcomes achieved, the extent to which outcomes are interrelated, and the extent to which child, family, and program factors are associated with outcomes. Families reported positive outcomes but there was variability in their responses. Factor analysis revealed that outcomes clustered in two areas: (a) family knowledge and ability, and (b) family support and community services. Hierarchical linear models indicated race/ethnicity, income, time in early intervention, perception of early intervention, and family-centered services were related to family outcomes. Recommendations for how to best use survey data are discussed.

http://cec.metapress.com/content/h8g220315r787754/

Olmsted, M. G., Bailey, D. B., Raspa, M., Nelson, R., Robinson, N., Simpson, M. E., et al. (2010). Outcomes reported by Spanish-speaking families in early intervention. Topics in Early Childhood Special Education, Vol. 30, No. 1, 46-55

This study uses data from two states to compare how families participating in early intervention who completed a Spanish version of the Family Outcomes Survey (FOS) (n = 291) compared with Hispanic (n = 486) and non-Hispanic (n = 2,363) families who completed the English version. In general, most families reported positive outcomes but there was variability in their responses. Families completing the survey in Spanish consistently reported lower outcome attainment than both Hispanic and non-Hispanic families completing the FOS in English. They also reported lower perceptions of the helpfulness of early intervention, but the three groups did not differ with regard to perceptions of family-centered practices. Factor analysis revealed that constructs assessed by the survey are similar for both the English and Spanish version of the survey. Hierarchical linear models analysis within the Spanish-language group indicated that family-centered practices were significantly related to family outcomes.

http://tec.sagepub.com/cgi/content/abstract/30/1/46

The Early Childhood Outcomes Center (2010). SPP/APR Indicator Analysis.

These annual reports summarize progress across all states and jurisdictions based on data reported to OSEP in the February 2010 APRs (FFY 2009). The ECO Center prepares the annual reports for the child outcomes indicators for Part C and Part B, and the family indicator for Part C.

2009 

Hebbeler, K. & Rooney, R. (2009). Accountability for services for young children with disabilities and the assessment of meaningful outcomes: The role of the speech-language pathologist. Language, Speech, and Hearing in Schools, 40, 446- 456.

This article describes the federal accountability requirements related to young children with disabilities and the contribution of the speech-language pathologist (SLP) to provide these data through the use of authentic, functional assessments. The article summarizes recent state and federal developments related to assessment for accountability and draws on the recommendations of national organizations to underscore the importance of high-quality assessment for guiding practice and for documenting child outcomes for accountability. The widespread use of recommended practices for assessment will provide children, families, and practitioners, including SLPs, with the highest quality assessment information while providing states and the federal government with much-needed valid data on child outcomes for accountability purposes.

http://lshss.asha.org/cgi/content/abstract/40/4/446

 

Raspa, M., Hebbeler, K. & Bailey, D. (2009). A Guide to Analyzing Data from the Family Outcomes Survey.

The Family Outcomes Survey (FOS) provides a way for state and local programs serving young children to assess the extent to which families have achieved a variety of outcomes. This document provides suggestions on how to analyze the data from the survey; the analyses in turn can be used to plan for program improvement.

A Guide to Analyzing Data from the Family Outcomes Survey [331K PDF]

2008 

Hebbeler, K. & Kahn, L. (2008). Setting Targets for Child Outcomes.

States must set targets for each of the Early Childhood Outcome Indicators, C3 and B7, once their baseline is established in the SPP/APR due 2010. OSEP received comments from states suggesting that three sets of five targets (each set totaling 100%) is excessive, and that OSEP should reduce the number of targets for the SPP/APR indicators. The purpose of this paper is to provide background as to the work that has been done to date regarding this issue, as well as summarize possible options for setting targets for OSEP reporting and making recommendations.

Setting Targets for Child Outcomes [176K PDF]

Bailey, D., Hebbeler, K., Olmsted, M., Raspa, M., & Bruder, M. (2008). Measuring family outcomes: Considerations for large-scale data collection in early intervention. Infants & Young Children, 21 (3), 194-206

Early-intervention programs are increasingly being asked to provide data showing effectiveness. Usually this means proving benefit for children, but here we argue that documenting benefit for families is also important. A recent national effort has led to the identification of 5 desired outcomes for families whose children participate in early-intervention programs. This article discusses issues and considerations in documenting family outcomes in the context of large-scale assessments, and describes the initial development of a survey instrument that could be useful in such efforts.

http://journals.lww.com/iycjournal/Abstract/2008/07000/Measuring_Family_Outcomes__Considerations_for.4.aspx

Hebbeler, K., Barton, L.R., & Mallik, S. (2008). Assessment and accountability for programs serving young children with disabilities. Exceptionality, 16, 48-63.

This article reviews issues related to the use of assessments in providing outcome data, discusses challenges in conducting valid assessments with young children for accountability purposes, and outlines decisions states must make related to assessment as they design and implement outcome measurement approaches. Considerations related to the use of standardized or curriculum-based measures are discussed, along with other choices related to the use of assessment for accountability.

http://www.informaworld.com/smpp/content?content=10.1080/09362830701796792

2007

Hebbeler, K., & Barton, L. (2007). The need for data on child and family outcomes at the Federal and State levels. Young Exceptional Children Monograph Series, 9, 1-15.

This article describes issues related to the current federal requirements for reporting outcomes on children and families served through Part C and Section 619 of Part B of IDEA. Critical events leading up to the current requirements are summarized, followed by a discussion of efforts to design and implement state outcome measurements systems, and implications of outcome measurement for children, families, and the programs serving them.

Purchase online: http://www.dec-sped.org/index.aspx/Store/YEC_Monograph_Series

Greenwood , C. R., Walker , D., Hornback, M., Nelson, C., Hebbeler, K., & Spiker, D. (2007). Progress developing the Kansas Early Childhood Special Education Accountability System: Initial findings using the ECO Child Outcome Summary Form (COSF).   Topics in Early Childhood Special Education, 27 (1), 2-18.

Policy decision makers, early educators, and early interventionists face numerous challenges as they develop and implement statewide accountability systems to evaluate and improve children's early intervention and early childhood special education outcomes. Kansas was an early adopter of the Child Outcomes Summary Form (COSF) developed by the Early Childhood Outcomes Center ; this article describes the Kansas experience and discusses preliminary findings and implications.

http://tec.sagepub.com/cgi/content/abstract/27/1/2

ECO Suggestions for Updating SPP Child Outcome Indicators due February 2008. The Early Childhood Outcomes Center (October, 2007)

Embedded within these sample SPP reporting forms are suggestions for how states might document any changes in their outcome measurement systems since the February 2007 SPP, and how to describe their current approach toward meeting OSEP's Part C and B/619 child outcome reporting requirements. Additionally, draft examples of an SPP updated to reflect minor changes a state made in their approach is provided for indicators B7 and C3.

ECO Suggested Format for SPP Indicator B7, due February 2008 [37 PDF] - Revised October 30, 2007
Example: Part B SPP Indicator B7 [39 PDF] - Revised October 30, 2007

ECO Suggested Format for SPP Indicator C3, due February 2008 [37 PDF] - Revised October 30, 2007
Example: Part C SPP Indicator C3 [39 PDF] - Revised October 30, 2007

2006 

Bailey, D. B. Jr., Bruder, M.B., Hebbeler, K., Carta, J., Defosset, M., Greenwood , C., Kahn, L., Mallik, S., Markowitz, J., Spiker, D., Walker, D., & Barton, L. (2006). Recommended Outcomes for Families of Young Children with Disabilities. Journal of Early Intervention , 28 (4), 227-243.

This article describes the process by which The Early Childhood Outcomes (ECO) Center generated outcomes by which the effectiveness of services for families could be assessed. This evidence-based, iterative process utilized extensive stakeholder input, and led to the identification of five family outcomes: (a) families understand their child's strengths, abilities, and special needs; (b) families know their rights and advocate effectively for their child; (c) families help their child develop and learn; (d) families have support systems; and (e) families are able to gain access to desired services and activities in their community. Discusses issues and challenges regarding family outcomes measurement.

http://jei.sagepub.com/cgi/content/abstract/28/4/227

OSEP's Revised Child Outcomes Reporting Requirement for Part C and Part B/619 Programs: What the Changes Mean for States. The Early Childhood Outcomes Center (September, 2006)

On August 10, 2006, The Office of Special Education Programs revised their reporting requirement for Part C and Part B/619 programs related to child outcomes. This document summarizes those changes and describes the new reporting categories and what they mean. Implications for states in the process of developing their outcomes measurement systems are discussed.

OSEP's Revised Child Outcomes Reporting Requirement [41K PDF]

Guidance for States in Documenting Family Outcomes for Early Intervention and Early Childhood Special Education. The Early Childhood Outcomes Center (April, 2006)

This paper addresses the range of decisions states need to make related to collecting family outcome information, including assessment selection and logistical issues such as survey distribution and timelines, use of ID numbers, and methods for increasing return rates.

Guidance for States [287K PDF]

2005 

Comments from the Early Childhood Outcome Center on Proposed Indicators for Child and Family Outcomes. The Early Childhood Outcomes Center (May, 2005)

This paper is a response to the Notice of Proposed Information Collection Requests published in the March 6, 2005 Federal Register. The ECO Center presents recommendations for revisions to the Office of Special Education Programs (OSEP) indicators to be requested by states as part of their Part C and Part B State Performance Plans (SPPs) and Annual Performance Reports (APRs). Recommendations are made in four indicator areas: 1) Child Outcomes for Part C; 2) Child Outcomes for Part B Preschool; 3) Family Outcomes for Part C, and 4) Family Outcomes for Part B Preschool. Recommendations are based on ECO Center work and input from stakeholder groups.

Comments from the ECO Center on Proposed Indicators [92K PDF]

Family and Child Outcomes for Early Intervention and Early Childhood Special Education. The Early Childhood Outcomes Center ( April 2005)

This paper describes initial steps by the ECO Center to developing an approach for collecting data on child and family outcomes. The family and child outcomes in this document were developed through a year-long consensus-building process involving input from and review by stakeholders including federal, state, and local policy-makers and administrators, local providers, family members of children with disabilities, and researchers.

Family and Child Outcomes [140K PDF]

Family Outcomes of Early Intervention and Early Childhood Special Education: Issues and Considerations. The Early Childhood Outcomes Center (January, 2005)

The ECO Center prepared this paper to provide a review of information relevant to developing family outcomes for Part C and Preschool Part B. It also contains a summary of various frameworks that have been developed for family outcomes including examples of outcomes.

Family Outcomes of Early Intervention and Early Childhood Special Education [140K PDF]

2004 

Uses and Misuses of Data on Outcomes for Children with Disabilities. The Early Childhood Outcomes Center (July, 2004)

The ECO Center prepared this paper to make explicit some the diverse ways in which data on outcomes can be used effectively, as well as misused. The paper provides background information for stakeholders who are involved in developing outcome measurement systems for young children with disabilities.

Uses and Misuses of Data [264K PDF]

Considerations Related to Developing a System for Measuring Outcomes for Young Children with Disabilities and Their Families. The Early Childhood Outcomes Center (April, 2004)

This document presents a framework for thinking about the key considerations related to the development of a system for measuring outcomes. Examples of key decisions are presented.

Considerations Related to Developing a System for Measuring Outcomes [398K PDF]