Revision and validation of the Individual Child Engagement Record: A practitioner‐friendly measure of learning opportunities for children with disabilities in early childhood settings

Abstract

Background The purpose of this study was to revise and validate the Individual Child Engagement Record (ICER), an instrument designed to observe and measure the engagement of children with disabilities in early childhood settings.¹

Method The ICER was revised with reference to pilot study results and the literature. Inter‐observer reliability of the revised measure (ICER‐R) was examined by calculating levels of agreement between observers coding video‐clips of children with disabilities engaged in three different activity types (mealtime, free play, and structured group time) in an inclusive childcare centre. The E‐Qual III was used as a criterion measure to examine concurrent validity.

Results Good overall percentage agreement and kappa coefficients were achieved for the codes recorded. A statistically significant correlation was found between data gathered using the ICER‐R and the E‐Qual III when comparing total engaged behaviours.

Conclusions The ICER‐R was found to be a valid and reliable measure of engagement of children with disabilities in early childhood settings. The results support the potential of the ICER‐R as a practitioner‐friendly tool.

Keywords:

• child engagement measure
• early childhood special education
• validation

Notes

1. A copy of the ICER‐R may be requested from the first author.