Developmental Screening and Monitoring are Associated with Increased Preschool Special Education Receipt
Abstract To appropriately route children with developmental disabilities to appropriate early interventions, those children must first be identified via developmental screening and/or developmental monitoring. Most early identification research emphasizes the relationship between developmental scree...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Barger, Brian D. [verfasserIn] Rice, Catherine E. [verfasserIn] Roach, Andrew T. [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2021 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Journal of child and family studies - Dordrecht [u.a.] : Springer Science + Business Media B.V, 1992, 30(2021), 5 vom: 22. März, Seite 1342-1352 |
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| Übergeordnetes Werk: |
volume:30 ; year:2021 ; number:5 ; day:22 ; month:03 ; pages:1342-1352 |
| Links: |
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| DOI / URN: |
10.1007/s10826-021-01940-4 |
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SPR043750109 |
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| 520 | |a Abstract To appropriately route children with developmental disabilities to appropriate early interventions, those children must first be identified via developmental screening and/or developmental monitoring. Most early identification research emphasizes the relationship between developmental screening and Part C early intervention (EI) receipt for children birth to two. The relationship between developmental monitoring and service receipt is understudied, particularly for 3 to 5-year-old children are routed to Part B (619) early childhood special education services. Thus, this study used data from the National Surveys of Children’s Health (2007, 2012) to investigate the relationship between community-based health care providers (HCP) developmental screening and/or monitoring and the odds of early childhood special education receipt for preschool aged children (3 to 5). Across years, children whose HCP provided both developmental screening and monitoring, or developmental monitoring alone, had substantially greater odds of receiving special education compared to those who did not receive screening or monitoring. Receipt of developmental screening alone was associated with special education receipt in 2012, but not 2007. Developmental monitoring is understudied compared to developmental screening. Data presented here indicate that monitoring is associated with Part B 619 special education receipt and warrants further investigation to better understand how, with developmental screening, developmental monitoring might improve the identification of young children in need of 619 services. In particular, longitudinal analyses capturing data across systems, from screening and monitoring to assessment and service receipt, is needed to understand the effectiveness of monitoring for early identification and appropriate routing of children to relevant care systems. | ||
| 520 | |a Highlights Early identification research typically focuses on developmental screening in relation to Part C EI (serving birth to two), and not in relation developmental monitoring or Part B 619 special education (3 to 5 year olds).This study shows that conjoint monitoring and screening, and monitoring alone, are consistently associated with early childhood special education receipt for children 3 to 5 years old.More intensive longitudinal analyses are needed to accurately judge monitoring’s impact. | ||
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| 650 | 4 | |a Part B 619 |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Developmental disabilities |7 (dpeaa)DE-He213 | |
| 700 | 1 | |a Rice, Catherine E. |e verfasserin |4 aut | |
| 700 | 1 | |a Roach, Andrew T. |e verfasserin |4 aut | |
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10.1007/s10826-021-01940-4 doi (DE-627)SPR043750109 (DE-599)SPRs10826-021-01940-4-e (SPR)s10826-021-01940-4-e DE-627 ger DE-627 rakwb eng 150 ASE 77.00 bkl Barger, Brian D. verfasserin aut Developmental Screening and Monitoring are Associated with Increased Preschool Special Education Receipt 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract To appropriately route children with developmental disabilities to appropriate early interventions, those children must first be identified via developmental screening and/or developmental monitoring. Most early identification research emphasizes the relationship between developmental screening and Part C early intervention (EI) receipt for children birth to two. The relationship between developmental monitoring and service receipt is understudied, particularly for 3 to 5-year-old children are routed to Part B (619) early childhood special education services. Thus, this study used data from the National Surveys of Children’s Health (2007, 2012) to investigate the relationship between community-based health care providers (HCP) developmental screening and/or monitoring and the odds of early childhood special education receipt for preschool aged children (3 to 5). Across years, children whose HCP provided both developmental screening and monitoring, or developmental monitoring alone, had substantially greater odds of receiving special education compared to those who did not receive screening or monitoring. Receipt of developmental screening alone was associated with special education receipt in 2012, but not 2007. Developmental monitoring is understudied compared to developmental screening. Data presented here indicate that monitoring is associated with Part B 619 special education receipt and warrants further investigation to better understand how, with developmental screening, developmental monitoring might improve the identification of young children in need of 619 services. In particular, longitudinal analyses capturing data across systems, from screening and monitoring to assessment and service receipt, is needed to understand the effectiveness of monitoring for early identification and appropriate routing of children to relevant care systems. Highlights Early identification research typically focuses on developmental screening in relation to Part C EI (serving birth to two), and not in relation developmental monitoring or Part B 619 special education (3 to 5 year olds).This study shows that conjoint monitoring and screening, and monitoring alone, are consistently associated with early childhood special education receipt for children 3 to 5 years old.More intensive longitudinal analyses are needed to accurately judge monitoring’s impact. Developmental surveillance (dpeaa)DE-He213 Developmental screening (dpeaa)DE-He213 Developmental monitoring (dpeaa)DE-He213 Part B 619 (dpeaa)DE-He213 Developmental disabilities (dpeaa)DE-He213 Rice, Catherine E. verfasserin aut Roach, Andrew T. verfasserin aut Enthalten in Journal of child and family studies Dordrecht [u.a.] : Springer Science + Business Media B.V, 1992 30(2021), 5 vom: 22. März, Seite 1342-1352 (DE-627)320573303 (DE-600)2016750-7 1573-2843 nnns volume:30 year:2021 number:5 day:22 month:03 pages:1342-1352 https://dx.doi.org/10.1007/s10826-021-01940-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 30 2021 5 22 03 1342-1352 |
| spelling |
10.1007/s10826-021-01940-4 doi (DE-627)SPR043750109 (DE-599)SPRs10826-021-01940-4-e (SPR)s10826-021-01940-4-e DE-627 ger DE-627 rakwb eng 150 ASE 77.00 bkl Barger, Brian D. verfasserin aut Developmental Screening and Monitoring are Associated with Increased Preschool Special Education Receipt 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract To appropriately route children with developmental disabilities to appropriate early interventions, those children must first be identified via developmental screening and/or developmental monitoring. Most early identification research emphasizes the relationship between developmental screening and Part C early intervention (EI) receipt for children birth to two. The relationship between developmental monitoring and service receipt is understudied, particularly for 3 to 5-year-old children are routed to Part B (619) early childhood special education services. Thus, this study used data from the National Surveys of Children’s Health (2007, 2012) to investigate the relationship between community-based health care providers (HCP) developmental screening and/or monitoring and the odds of early childhood special education receipt for preschool aged children (3 to 5). Across years, children whose HCP provided both developmental screening and monitoring, or developmental monitoring alone, had substantially greater odds of receiving special education compared to those who did not receive screening or monitoring. Receipt of developmental screening alone was associated with special education receipt in 2012, but not 2007. Developmental monitoring is understudied compared to developmental screening. Data presented here indicate that monitoring is associated with Part B 619 special education receipt and warrants further investigation to better understand how, with developmental screening, developmental monitoring might improve the identification of young children in need of 619 services. In particular, longitudinal analyses capturing data across systems, from screening and monitoring to assessment and service receipt, is needed to understand the effectiveness of monitoring for early identification and appropriate routing of children to relevant care systems. Highlights Early identification research typically focuses on developmental screening in relation to Part C EI (serving birth to two), and not in relation developmental monitoring or Part B 619 special education (3 to 5 year olds).This study shows that conjoint monitoring and screening, and monitoring alone, are consistently associated with early childhood special education receipt for children 3 to 5 years old.More intensive longitudinal analyses are needed to accurately judge monitoring’s impact. Developmental surveillance (dpeaa)DE-He213 Developmental screening (dpeaa)DE-He213 Developmental monitoring (dpeaa)DE-He213 Part B 619 (dpeaa)DE-He213 Developmental disabilities (dpeaa)DE-He213 Rice, Catherine E. verfasserin aut Roach, Andrew T. verfasserin aut Enthalten in Journal of child and family studies Dordrecht [u.a.] : Springer Science + Business Media B.V, 1992 30(2021), 5 vom: 22. März, Seite 1342-1352 (DE-627)320573303 (DE-600)2016750-7 1573-2843 nnns volume:30 year:2021 number:5 day:22 month:03 pages:1342-1352 https://dx.doi.org/10.1007/s10826-021-01940-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 30 2021 5 22 03 1342-1352 |
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10.1007/s10826-021-01940-4 doi (DE-627)SPR043750109 (DE-599)SPRs10826-021-01940-4-e (SPR)s10826-021-01940-4-e DE-627 ger DE-627 rakwb eng 150 ASE 77.00 bkl Barger, Brian D. verfasserin aut Developmental Screening and Monitoring are Associated with Increased Preschool Special Education Receipt 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract To appropriately route children with developmental disabilities to appropriate early interventions, those children must first be identified via developmental screening and/or developmental monitoring. Most early identification research emphasizes the relationship between developmental screening and Part C early intervention (EI) receipt for children birth to two. The relationship between developmental monitoring and service receipt is understudied, particularly for 3 to 5-year-old children are routed to Part B (619) early childhood special education services. Thus, this study used data from the National Surveys of Children’s Health (2007, 2012) to investigate the relationship between community-based health care providers (HCP) developmental screening and/or monitoring and the odds of early childhood special education receipt for preschool aged children (3 to 5). Across years, children whose HCP provided both developmental screening and monitoring, or developmental monitoring alone, had substantially greater odds of receiving special education compared to those who did not receive screening or monitoring. Receipt of developmental screening alone was associated with special education receipt in 2012, but not 2007. Developmental monitoring is understudied compared to developmental screening. Data presented here indicate that monitoring is associated with Part B 619 special education receipt and warrants further investigation to better understand how, with developmental screening, developmental monitoring might improve the identification of young children in need of 619 services. In particular, longitudinal analyses capturing data across systems, from screening and monitoring to assessment and service receipt, is needed to understand the effectiveness of monitoring for early identification and appropriate routing of children to relevant care systems. Highlights Early identification research typically focuses on developmental screening in relation to Part C EI (serving birth to two), and not in relation developmental monitoring or Part B 619 special education (3 to 5 year olds).This study shows that conjoint monitoring and screening, and monitoring alone, are consistently associated with early childhood special education receipt for children 3 to 5 years old.More intensive longitudinal analyses are needed to accurately judge monitoring’s impact. Developmental surveillance (dpeaa)DE-He213 Developmental screening (dpeaa)DE-He213 Developmental monitoring (dpeaa)DE-He213 Part B 619 (dpeaa)DE-He213 Developmental disabilities (dpeaa)DE-He213 Rice, Catherine E. verfasserin aut Roach, Andrew T. verfasserin aut Enthalten in Journal of child and family studies Dordrecht [u.a.] : Springer Science + Business Media B.V, 1992 30(2021), 5 vom: 22. März, Seite 1342-1352 (DE-627)320573303 (DE-600)2016750-7 1573-2843 nnns volume:30 year:2021 number:5 day:22 month:03 pages:1342-1352 https://dx.doi.org/10.1007/s10826-021-01940-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 30 2021 5 22 03 1342-1352 |
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10.1007/s10826-021-01940-4 doi (DE-627)SPR043750109 (DE-599)SPRs10826-021-01940-4-e (SPR)s10826-021-01940-4-e DE-627 ger DE-627 rakwb eng 150 ASE 77.00 bkl Barger, Brian D. verfasserin aut Developmental Screening and Monitoring are Associated with Increased Preschool Special Education Receipt 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract To appropriately route children with developmental disabilities to appropriate early interventions, those children must first be identified via developmental screening and/or developmental monitoring. Most early identification research emphasizes the relationship between developmental screening and Part C early intervention (EI) receipt for children birth to two. The relationship between developmental monitoring and service receipt is understudied, particularly for 3 to 5-year-old children are routed to Part B (619) early childhood special education services. Thus, this study used data from the National Surveys of Children’s Health (2007, 2012) to investigate the relationship between community-based health care providers (HCP) developmental screening and/or monitoring and the odds of early childhood special education receipt for preschool aged children (3 to 5). Across years, children whose HCP provided both developmental screening and monitoring, or developmental monitoring alone, had substantially greater odds of receiving special education compared to those who did not receive screening or monitoring. Receipt of developmental screening alone was associated with special education receipt in 2012, but not 2007. Developmental monitoring is understudied compared to developmental screening. Data presented here indicate that monitoring is associated with Part B 619 special education receipt and warrants further investigation to better understand how, with developmental screening, developmental monitoring might improve the identification of young children in need of 619 services. In particular, longitudinal analyses capturing data across systems, from screening and monitoring to assessment and service receipt, is needed to understand the effectiveness of monitoring for early identification and appropriate routing of children to relevant care systems. Highlights Early identification research typically focuses on developmental screening in relation to Part C EI (serving birth to two), and not in relation developmental monitoring or Part B 619 special education (3 to 5 year olds).This study shows that conjoint monitoring and screening, and monitoring alone, are consistently associated with early childhood special education receipt for children 3 to 5 years old.More intensive longitudinal analyses are needed to accurately judge monitoring’s impact. Developmental surveillance (dpeaa)DE-He213 Developmental screening (dpeaa)DE-He213 Developmental monitoring (dpeaa)DE-He213 Part B 619 (dpeaa)DE-He213 Developmental disabilities (dpeaa)DE-He213 Rice, Catherine E. verfasserin aut Roach, Andrew T. verfasserin aut Enthalten in Journal of child and family studies Dordrecht [u.a.] : Springer Science + Business Media B.V, 1992 30(2021), 5 vom: 22. März, Seite 1342-1352 (DE-627)320573303 (DE-600)2016750-7 1573-2843 nnns volume:30 year:2021 number:5 day:22 month:03 pages:1342-1352 https://dx.doi.org/10.1007/s10826-021-01940-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 30 2021 5 22 03 1342-1352 |
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10.1007/s10826-021-01940-4 doi (DE-627)SPR043750109 (DE-599)SPRs10826-021-01940-4-e (SPR)s10826-021-01940-4-e DE-627 ger DE-627 rakwb eng 150 ASE 77.00 bkl Barger, Brian D. verfasserin aut Developmental Screening and Monitoring are Associated with Increased Preschool Special Education Receipt 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract To appropriately route children with developmental disabilities to appropriate early interventions, those children must first be identified via developmental screening and/or developmental monitoring. Most early identification research emphasizes the relationship between developmental screening and Part C early intervention (EI) receipt for children birth to two. The relationship between developmental monitoring and service receipt is understudied, particularly for 3 to 5-year-old children are routed to Part B (619) early childhood special education services. Thus, this study used data from the National Surveys of Children’s Health (2007, 2012) to investigate the relationship between community-based health care providers (HCP) developmental screening and/or monitoring and the odds of early childhood special education receipt for preschool aged children (3 to 5). Across years, children whose HCP provided both developmental screening and monitoring, or developmental monitoring alone, had substantially greater odds of receiving special education compared to those who did not receive screening or monitoring. Receipt of developmental screening alone was associated with special education receipt in 2012, but not 2007. Developmental monitoring is understudied compared to developmental screening. Data presented here indicate that monitoring is associated with Part B 619 special education receipt and warrants further investigation to better understand how, with developmental screening, developmental monitoring might improve the identification of young children in need of 619 services. In particular, longitudinal analyses capturing data across systems, from screening and monitoring to assessment and service receipt, is needed to understand the effectiveness of monitoring for early identification and appropriate routing of children to relevant care systems. Highlights Early identification research typically focuses on developmental screening in relation to Part C EI (serving birth to two), and not in relation developmental monitoring or Part B 619 special education (3 to 5 year olds).This study shows that conjoint monitoring and screening, and monitoring alone, are consistently associated with early childhood special education receipt for children 3 to 5 years old.More intensive longitudinal analyses are needed to accurately judge monitoring’s impact. Developmental surveillance (dpeaa)DE-He213 Developmental screening (dpeaa)DE-He213 Developmental monitoring (dpeaa)DE-He213 Part B 619 (dpeaa)DE-He213 Developmental disabilities (dpeaa)DE-He213 Rice, Catherine E. verfasserin aut Roach, Andrew T. verfasserin aut Enthalten in Journal of child and family studies Dordrecht [u.a.] : Springer Science + Business Media B.V, 1992 30(2021), 5 vom: 22. März, Seite 1342-1352 (DE-627)320573303 (DE-600)2016750-7 1573-2843 nnns volume:30 year:2021 number:5 day:22 month:03 pages:1342-1352 https://dx.doi.org/10.1007/s10826-021-01940-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 30 2021 5 22 03 1342-1352 |
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| author |
Barger, Brian D. |
| spellingShingle |
Barger, Brian D. ddc 150 bkl 77.00 misc Developmental surveillance misc Developmental screening misc Developmental monitoring misc Part B 619 misc Developmental disabilities Developmental Screening and Monitoring are Associated with Increased Preschool Special Education Receipt |
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150 ASE 77.00 bkl Developmental Screening and Monitoring are Associated with Increased Preschool Special Education Receipt Developmental surveillance (dpeaa)DE-He213 Developmental screening (dpeaa)DE-He213 Developmental monitoring (dpeaa)DE-He213 Part B 619 (dpeaa)DE-He213 Developmental disabilities (dpeaa)DE-He213 |
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ddc 150 bkl 77.00 misc Developmental surveillance misc Developmental screening misc Developmental monitoring misc Part B 619 misc Developmental disabilities |
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ddc 150 bkl 77.00 misc Developmental surveillance misc Developmental screening misc Developmental monitoring misc Part B 619 misc Developmental disabilities |
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ddc 150 bkl 77.00 misc Developmental surveillance misc Developmental screening misc Developmental monitoring misc Part B 619 misc Developmental disabilities |
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Developmental Screening and Monitoring are Associated with Increased Preschool Special Education Receipt |
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Developmental Screening and Monitoring are Associated with Increased Preschool Special Education Receipt |
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Barger, Brian D. |
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Journal of child and family studies |
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Barger, Brian D. Rice, Catherine E. Roach, Andrew T. |
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150 ASE 77.00 bkl |
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Elektronische Aufsätze |
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Barger, Brian D. |
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10.1007/s10826-021-01940-4 |
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150 |
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developmental screening and monitoring are associated with increased preschool special education receipt |
| title_auth |
Developmental Screening and Monitoring are Associated with Increased Preschool Special Education Receipt |
| abstract |
Abstract To appropriately route children with developmental disabilities to appropriate early interventions, those children must first be identified via developmental screening and/or developmental monitoring. Most early identification research emphasizes the relationship between developmental screening and Part C early intervention (EI) receipt for children birth to two. The relationship between developmental monitoring and service receipt is understudied, particularly for 3 to 5-year-old children are routed to Part B (619) early childhood special education services. Thus, this study used data from the National Surveys of Children’s Health (2007, 2012) to investigate the relationship between community-based health care providers (HCP) developmental screening and/or monitoring and the odds of early childhood special education receipt for preschool aged children (3 to 5). Across years, children whose HCP provided both developmental screening and monitoring, or developmental monitoring alone, had substantially greater odds of receiving special education compared to those who did not receive screening or monitoring. Receipt of developmental screening alone was associated with special education receipt in 2012, but not 2007. Developmental monitoring is understudied compared to developmental screening. Data presented here indicate that monitoring is associated with Part B 619 special education receipt and warrants further investigation to better understand how, with developmental screening, developmental monitoring might improve the identification of young children in need of 619 services. In particular, longitudinal analyses capturing data across systems, from screening and monitoring to assessment and service receipt, is needed to understand the effectiveness of monitoring for early identification and appropriate routing of children to relevant care systems. Highlights Early identification research typically focuses on developmental screening in relation to Part C EI (serving birth to two), and not in relation developmental monitoring or Part B 619 special education (3 to 5 year olds).This study shows that conjoint monitoring and screening, and monitoring alone, are consistently associated with early childhood special education receipt for children 3 to 5 years old.More intensive longitudinal analyses are needed to accurately judge monitoring’s impact. |
| abstractGer |
Abstract To appropriately route children with developmental disabilities to appropriate early interventions, those children must first be identified via developmental screening and/or developmental monitoring. Most early identification research emphasizes the relationship between developmental screening and Part C early intervention (EI) receipt for children birth to two. The relationship between developmental monitoring and service receipt is understudied, particularly for 3 to 5-year-old children are routed to Part B (619) early childhood special education services. Thus, this study used data from the National Surveys of Children’s Health (2007, 2012) to investigate the relationship between community-based health care providers (HCP) developmental screening and/or monitoring and the odds of early childhood special education receipt for preschool aged children (3 to 5). Across years, children whose HCP provided both developmental screening and monitoring, or developmental monitoring alone, had substantially greater odds of receiving special education compared to those who did not receive screening or monitoring. Receipt of developmental screening alone was associated with special education receipt in 2012, but not 2007. Developmental monitoring is understudied compared to developmental screening. Data presented here indicate that monitoring is associated with Part B 619 special education receipt and warrants further investigation to better understand how, with developmental screening, developmental monitoring might improve the identification of young children in need of 619 services. In particular, longitudinal analyses capturing data across systems, from screening and monitoring to assessment and service receipt, is needed to understand the effectiveness of monitoring for early identification and appropriate routing of children to relevant care systems. Highlights Early identification research typically focuses on developmental screening in relation to Part C EI (serving birth to two), and not in relation developmental monitoring or Part B 619 special education (3 to 5 year olds).This study shows that conjoint monitoring and screening, and monitoring alone, are consistently associated with early childhood special education receipt for children 3 to 5 years old.More intensive longitudinal analyses are needed to accurately judge monitoring’s impact. |
| abstract_unstemmed |
Abstract To appropriately route children with developmental disabilities to appropriate early interventions, those children must first be identified via developmental screening and/or developmental monitoring. Most early identification research emphasizes the relationship between developmental screening and Part C early intervention (EI) receipt for children birth to two. The relationship between developmental monitoring and service receipt is understudied, particularly for 3 to 5-year-old children are routed to Part B (619) early childhood special education services. Thus, this study used data from the National Surveys of Children’s Health (2007, 2012) to investigate the relationship between community-based health care providers (HCP) developmental screening and/or monitoring and the odds of early childhood special education receipt for preschool aged children (3 to 5). Across years, children whose HCP provided both developmental screening and monitoring, or developmental monitoring alone, had substantially greater odds of receiving special education compared to those who did not receive screening or monitoring. Receipt of developmental screening alone was associated with special education receipt in 2012, but not 2007. Developmental monitoring is understudied compared to developmental screening. Data presented here indicate that monitoring is associated with Part B 619 special education receipt and warrants further investigation to better understand how, with developmental screening, developmental monitoring might improve the identification of young children in need of 619 services. In particular, longitudinal analyses capturing data across systems, from screening and monitoring to assessment and service receipt, is needed to understand the effectiveness of monitoring for early identification and appropriate routing of children to relevant care systems. Highlights Early identification research typically focuses on developmental screening in relation to Part C EI (serving birth to two), and not in relation developmental monitoring or Part B 619 special education (3 to 5 year olds).This study shows that conjoint monitoring and screening, and monitoring alone, are consistently associated with early childhood special education receipt for children 3 to 5 years old.More intensive longitudinal analyses are needed to accurately judge monitoring’s impact. |
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Developmental Screening and Monitoring are Associated with Increased Preschool Special Education Receipt |
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https://dx.doi.org/10.1007/s10826-021-01940-4 |
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Rice, Catherine E. Roach, Andrew T. |
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10.1007/s10826-021-01940-4 |
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2024-07-03T20:38:41.954Z |
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| score |
7.399167 |