Head Start Impact on Social-Emotional Outcomes for Children with Disabilities

Autor/inn/en	Lee, Kyunghee; Calkins, Andrea; Shin, Tae Seob
Titel	Head Start Impact on Social-Emotional Outcomes for Children with Disabilities
Quelle	In: Research on Social Work Practice, 26 (2016) 7, S.790-802 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731514568024
Schlagwörter	Disadvantaged Youth; Preschool Education; Multiple Disabilities; Individualized Education Programs; Family Income; Social Development; Emotional Development; Scores; Financial Support; Outcomes of Education; African American Children; Intervention; Statistical Analysis; Parent Child Relationship; Interpersonal Competence + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Pre-school education; Vorschulerziehung; Multiple disability; Mehrfachbehinderung; Individualized education program; Individualisierendes Lernen; Familieneinkommen; Soziale Entwicklung; Gefühlsbildung; Finanzielle Förderung; Lernleistung; Schulerfolg; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Statistische Analyse; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kompetenz
Abstract	Objective: Using the Head Start Impact Study data, this study examines Head Start's impacts on social-emotional outcomes for children with disabilities. Method: Among 4,442 children, 570 children were reported to have disabilities. Ordinary least squares regression was used to determine whether the number of disabilities, having an individualized education plan (IEP), and receiving Supplemental Security Income (SSI) affect social-emotional outcomes for children with disabilities and whether Head Start's impact differs depending on these factors. Results: Children with multiple disabilities, an IEP, and SSI had lower social-emotional scores. Head Start impact was found for the following subgroups: children with no disabilities, children who never received an IEP, children living in a higher income household, and Black children. Conclusions: Head Start should identify potential disabilities early and support the provision of adequate services to increase social-emotional outcomes for children with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01