AI Article Synopsis
- - The study focused on how social-emotional and behavioral (SEB) issues and skills affect the developmental progress of children in Part C Early Intervention (EI), designed for those with developmental delays and disabilities.
- - Researchers analyzed data from over 1,000 children who participated in EI between 2011 and 2019, looking at their developmental status when starting and ending the program, while also considering parental reports on SEB functioning.
- - Findings indicated that both SEB problems and competencies play important roles in influencing children's developmental changes, suggesting that addressing these factors could improve outcomes for young kids in EI.
Article Abstract
This study examined how social-emotional and behavioral (SEB) problems and competencies contribute to changes in developmental functioning among children enrolled in Part C Early Intervention (EI), a U.S. program supporting young children with developmental delays and disabilities. The sample included 1,055 children enrolled in EI from 2011-2019 (mean age at EI entry = 17 months; 64% male; 72% marginalized racial and ethnic backgrounds). Standardized developmental assessments, drawn from administrative records, characterized developmental functioning at EI entry and exit and parents reported SEB functioning. Hierarchical regression analyses revealed that SEB problems and competencies interacted in predicting change in developmental functioning from EI entry to exit. Monitoring, identifying, and addressing SEB problems and competencies may optimize developmental outcomes for young children with developmental delays and disabilities.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10938922 | PMC |
| http://dx.doi.org/10.1016/j.ecresq.2023.10.009 | DOI Listing |
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