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P Revised 4/29/08
All rights reserved. Juniper Gardens Children's Project © 2003-2008





P
ROBLEM
S
OLVING



Early Problem Solving Indicator
(EPSI)


Administration Guidelines










Problem Solving General Outcome: Child solves problems that require reasoning about
objects, concepts, situations, and people.


EPSI Administration Guidelines

3
Revised 6/24/08
All rights reserved. Juniper Gardens Childrens Project © 2003-2008
Early Problem Solving Indicator (EPSI)
Administration Guidelines

Introduction

The Early Problem Solving Indicator (EPSI) assessment is designed to measure infants and
toddlers' growth in solving problems that requires reasoning, interpreting and using concepts,
adapting to stimulating situations, and interactions with people. The specific elements of
problem solving measured by the EPSI are Looks, Explores, Functions, and Solutions. The
frequency of each problem solving element is measured, and then the scores are added
together to obtain a total problem solving score. The EPSI has two forms, each of which
includes three sets of toys (stacking cups, pop-up toy, and ball machine), and involve the
child playing with toys along with a familiar adult.

Setting up the EPSI Testing Situation

The adult and child should be in an area that is comfortable for them where they can play
with the materials. They can sit on the floor or at a table. Toys are presented one at a time,
so the toys that are not being used at the moment need to be accessible, but out of the
childs view (e.g., keep them in a bag).

If a child is not independent in sitting, the following options can be used for positioning:
1. Seated position in a boppy or bolster make sure toys are in front of and within reach of the child support feet with block or bolster use a blanket or towel to support child's back if needed
2. Seated position and held by adult play partner (or other adult if needed) make sure toys are in front of and within reach of the child play partner should be able to have eye contact with child
3. Sitting position on the floor propped by examiner to sit up (child may be held on
play partner's lap, or child's back may be resting against adults leg) make sure toys are in front of and within reach of the child play partner should be able to have eye contact with child place a blanket/towel under child if needed for cleanliness or warmth
4. Sitting position on the floor propped by examiner to rest on tummy (child is
placed on a bolster or floor) make sure toys are in front of and within reach of the child play partner should be able to have eye contact with child place a blanket/towel under child if needed for cleanliness or warmth





If a child is independent in sitting the following options can be used for positioning:
1. Sitting position on the floor EPSI Administration Guidelines

4
Revised 6/24/08
All rights reserved. Juniper Gardens Childrens Project © 2003-2008 make sure toys are in front of and within reach of the child play partner should be able to have eye contact with child place a blanket/towel under child if needed for cleanliness or warmth


Materials

Set up each of the toys so the child can easily see and reach the toy, but so only one toy is
visible and accessible to the child at a time. Present toys in the following order: (1) Pop up
toy, (2) Stacking cups, (3) Ball machine. Rotate between alternate toy forms from one
session to the next to maintain the childs interest in the toys.


Video Camera

Set up the camera so the play area is in view ensure that the child, toy, and play partner
are in view. The camera operator should stay as still as possible as to not distract the
children or assessor. It is recommended to mount the camera on a tripod that allows fluid
motion of the camera. If a child leaves the area to play somewhere else, keep the child in
camera range.

Warm Up

With a new child (first test setting), spend a few minutes in the childs classroom or childcare
room. Join in the childs play with the familiar caregiver to help the child become comfortable
with you. Be positive and enthusiastic with the child.

After the child is comfortable with you, let the child know via the familiar adult or yourself that
you have interesting toys and games to play with the child. Describe to the child what you do
with her as you are doing it (e.g., We are going to see the toys). The familiar adult can come
with you to the testing room if necessary to comfort the child.


Administration (Play) Instructions

The adult should play with the child in a way that encourages interaction with the toys, and
the adult. If a child becomes distressed, testing should be terminated. The following
directions can be used when the adult play partner is not familiar with all portions of the EPSI
assessment (this play partner can be a caregiver, teacher, or parent).

Directions to adult play partner: We are interested in how (childs name) solves problems
while playing with toys. Use these toys to play with (childs name) as you usually would. Each
toy will be used for 2 minutes; the session will last for a total of 6 minutes."
Each toy is presented separately for 2 minutes each, and involves some specific instructions.
Specific Directions for use of each toy:
EPSI Administration Guidelines

5
Revised 6/24/08
All rights reserved. Juniper Gardens Childrens Project © 2003-2008
Form A Toy Set
Form B Toy Set
A1. Pop-Up (Dinosaurs)
a. Place pop up toy in front of child and
draw child attention to the toy.
b. Say, Lets see if you can make all of
these pop up.
c. Wait 10 seconds for the child to
engage with the toy.
If the child is engaged, let the
child continue to play.
If the child is not engaged, say
Can you push a button? or
Can you push the top down?
d. Repeat as necessary for the remainder
of the two minutes.
e. At end of 2 minutes, say, Bye-bye
dinosaurs. Remove toy.


B1. Pop-Up (Pals or Pets)
a. Place pop up toy in front of child and
draw child attention to the toy.
b. Say, Lets see if you can make all of
these pop up.
c. Wait 10 seconds for the child to
engage with the toy. If the child is engaged, let the
child continue to play. If the child is not engaged, say
Can you push a button? or
Can you push the top down?
d. Repeat as necessary for the remainder
of the two minutes.
e. At end of 2 minutes, say, Bye-bye
pals/pets. Remove toy.


A2. Stacking Cups (Round)
a. Un-nest cups out of the childs view
prior to starting the assessment
b. Place stacking cups in front of child
and draw childs attention to the toy.
c. Say, These all fit together. Can you
make them fit?
d. Wait 10 seconds for the child to
engage with the stacking cups.
If the child is engaged, let the
child continue to play.
If the child is not engaged, say
Can you make them fit?
e. Repeat as necessary for the remainder
of the two minutes.
f. At end of 2 minutes, say, Bye-bye
cups. Remove toy.


B2. Stacking Cups (Square)
a. Un-nest
cups
out of the childs view
prior to starting the assessment
b. Place stacking cups in front of child
and draw childs attention to the toy.
c. Say, These all fit together. Can you
make them fit?
d. Wait 10 seconds for the child to
engage with the stacking cups. If the child is engaged, let the
child continue to play. If the child is not engaged, say
Can you make them fit?
e. Repeat as necessary for the remainder
of the two minutes.
f. At end of 2 minutes, say, Bye-bye
cups. Remove toy.

EPSI Administration Guidelines

6
Revised 6/24/08
All rights reserved. Juniper Gardens Childrens Project © 2003-2008
Form A Toy Set
Form B Toy Set
A3. Ball Machine
a. Place ball machine in front of child,
with at least five balls next to the
machine (not inside) and draw childs
attention to the toy.
b. Say, Where do the balls go? How do
they come out?
c. Wait 10 seconds for the child to
engage with the ball machine. If the child is engaged, let the
child continue to play. If the child is not engaged, say
Where do the balls go? or
How do they come out?
d. Repeat as necessary for the remainder
of the two minutes.
e. At end of 2 minutes, say, Bye-bye
balls. Remove toy.


B3. Pound-a-Ball
a. Place pound-a-ball in front of child, with
at least four balls next to the machine
(not inside) and draw childs attention
to the toy.
b. Say, Where do the balls go? How do
they go into the holes?
c. Wait 10 seconds for the child to
engage with the pound-a-ball. If