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Problem Solving (EPSI) Scoring

Scoring procedures are designed to record the degree to which the child solves problems that require reasoning about objects, concepts, and situations. Each key skill element that is used by a child to solve a problem is tallied. Scoring of key element behaviors includes: Looks, Explores, Functions, and Solutions.
Each key skill element is coded separately as it occurs. All key skills are coded using a frequency count. Each instance of a behavior is counted and recorded with a tally mark. Each assessment requires three sets of toys, each toy set is used for 2 minutes for a total of six minutes. Coding forms have different sections for each key element and are separated into three 2-minute segments (one for each toy).

"Look" is coded when the infant/toddler looks at, faces, or moves his/her head toward a toy(s) that is placed near them, that someone gives to them, or that they reach for or manipulate. “Look” should be coded when the infant/toddler appears to gaze at or stare at the toy(s) for any amount of time, or if their eyes or head moves back and forth between toys presented.
A Look episode ends when the child looks away from the toy for 3 seconds or more, or if another key skill element occurs. For example, if the child gazes at the toy (one episode of Look is scored), then looks at her shoe for 2 seconds, and immediately returns her gaze to the toy, do NOT score another episode of Look because she looked away for less than 3 seconds. If the child looked at her shoe for 4 seconds, then back to the toy, then score 2 separate episodes of Look.
Look should be coded only if the infant/toddler is looking at the toy(s) presented.

Do not score Looks if:

• If the child looks toward the adult, or other toys or objects in the room
• If the child is looking at their own body or clothes, “look” should not be coded
• If you can score an explore, function, or solution (For example, the infant/toddler is holding a shape up to his/her face and looking at the shape while also exploring the shape with his fingers, then score Explores.)

The infant/toddler (a) touches or moves his/her fingers to manipulate the toy, (b) puts the toy in their mouth and bites or chews on the toy, (c) rubs fingers or another body part against the toy, (d) shakes the toy, (e) pushes a button or another part of the toy, (f) pulls the toy, (g) bangs against the toy with another toy or with the hand or foot, (h) throws the toy and watches the toy land (may repeat this), (i) listens to the toy(s), or (j) smells the toy(s) by putting it up to their nose.

Example: The infant/toddler is trying to put one of the stacking rings into the mouth and bite, gum or chew on the ring.
Example: The infant/toddler pushes the shape off of the table and watches the toy land on the ground. When toy is replaced, the infant repeats this play.

Do not score Explores if you can score a function or solution.

The infant/toddler uses fine/gross motor action to move one or more toy parts by manipulating the toy with their fingers by pushing, pulling, moving, stacking, or tapping to make the toy perform a function or to create an effect (e.g., music turning on one part of toy popping up, putting a ball into toy).  Performing a function is using the toy in a manner in which it was intended but does not require that the child complete all of the functions of the toy that result in a solution.

Examples:

• The infant/toddler pushes on the toy button to make one dinosaur pop up.
• The child puts one, or a couple of cups into a larger cup but does not complete fitting all of the stacking cups into each other.
• The child stacks all of the cups, but they are not in the correct order.

The child uses all of the above to solve a problem (e.g., push the knob the correct way to make the toy pop up, puts the balls into the gumball machine and turns the lever to have them come out) . He/she may use a variety of approaches (e.g., bangs, pushes, shakes) to complete toy solution.
For the Stacking Cups, a Solution requires that the cups are stacked in the correct order.

Examples:

• Child puts at least three balls into the ball machine and pushes lever to make them come out. A solution would also be counted if the child made the same ball come out three different times (e.g., put the ball in, pressed the lever so it comes out, and repeated this two more times).
• Child stacks or nests 4-5 of the stacking cups in the correct order, or makes all of the toys pop up. A solution is counted if the child completes all of the toy actions as intended. Each time a child does this, it is counted as a solution.