Exploring the Classification Accuracy of the Early Communication Indicator (ECI) With Dual-Language Learners From Latinx Backgrounds - Assessment for Effective Intervention

Oct 15, 2026

Uploaded by Aran

Few reliable and valid screening tools identify language delay in young Spanish-English dual-language learners (DLLs) from Latinx backgrounds. The study evaluates the Early Communication Indicator (ECI), a brief naturalistic measure of expressive communication development, using classification accuracy analyses with 39 participants who completed the ECI and the Preschool Language Scales, Fifth Edition–Spanish (PLS-5 Spanish). Sensitivity is high but specificity is low, yielding low overall accuracy. When a subset (n=22) adds parent-report language-delay measures, specificity remains high while sensitivity improves, supporting ECI use, especially when combined with additional information sources.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

Purpose and study rationale

Methods and reference measure

Results: sensitivity, specificity, and accuracy

Added parent-report measures

Implications for practice

Exploring the Classification Accuracy of the Early Communication Indicator (ECI) With Dual-Language Learners From Latinx Backgrounds Assessment for Effective Intervention 2022, Vol. 47(4) 209–219 © Hammill Institute on Disabilities 2021 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/15345084211027138](DOI: 10.1177/15345084211027138)[ ](DOI: 10.1177/15345084211027138)[aei.sagepub.com](aei.sagepub.com) Marika King, PhD 1, Anne L. Larson, PhD2, and Jay Buzhardt, PhD3 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. Keywords Infant/toddler/preschool, diversity, language, dual-language learners, Latinx Early communication skills are key indicators of a child’s language development and later academic achievement. Children with language-learning difficulties are at significant risk for lasting adverse educational, behavioral, psychosocial, and vocational outcomes (e.g., Johnson et al., 2010; Law et al., 2009; Snowling et al., 2006) . Valid and efficient early language-screening tools can support early identification and intervention for children at risk for later language and academic problems (Law et al., 2009) and may help reduce the number of children from minoritized linguistic backgrounds who are under-or over-identified as having special education needs (see Zhang et al., 2014 for areview) . However, no validated screening measures are available to quickly identify young Latinx children from Spanish-and Spanish–English–speaking homes (one of the largest and fastest-growing populations in the United States; U.S. Census Bureau, 2013) who may benefit from a thorough evaluation to determine language delay status. This study describes the classification accuracy of the early communication indicator (ECI; Greenwood et al., 2010, 2013, 2020), a brief, naturalistic measure of infant–toddler communication development, as a screening tool for children from Latinx backgrounds who are learning Spanish (and English); hereafter referred to as dual-language learners (DLLs) . The first years of life are a time of rapid communication development often occurring within social and play interactions. Sociocultural theories of language development (e.g., Bruner, 1983; Vygotsky, 1978) emphasize the child’s social environment, placing caregiver–child interactions at the nexus of communication development. For example, by the time an infant is about 3 months of age, infants and caregivers engage in protoconversations—reciprocal interactions involving mutual smiles, gazes, and vocalizations (Reed, 2018) . These early communicative exchanges with a caregiver lay th

FAQs

What problem does the study address for dual-language learners from Latinx backgrounds?

The study addresses the lack of reliable and valid early screening tools that can identify language delay in young Spanish-English dual-language learners.

How was the Early Communication Indicator (ECI) evaluated in this research?

The ECI’s classification accuracy was analyzed using 39 participants who completed the ECI and the Preschool Language Scales, Fifth Edition–Spanish (PLS-5 Spanish) as a reference.

What changed when parent-report measures were added?

With additional parent-report measures (n=22), the ECI’s specificity remained high while sensitivity improved, increasing overall screening effectiveness compared with using the ECI alone.

Oct 15, 2026

Uploaded by Aran