Using Early Indicators of Academic Risk to Predict Academic Skills and Socioemotional Functioning at Age 10

Autor/inn/en	Jeon, Hyun-Joo; Wall, Shavaun M.; Peterson, Carla A.; Luze, Gayle J.; Swanson, Mark E.
Titel	Using Early Indicators of Academic Risk to Predict Academic Skills and Socioemotional Functioning at Age 10
Quelle	In: Journal of Educational Psychology, 110 (2018) 4, S.483-501 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000230
Schlagwörter	At Risk Students; Predictor Variables; Academic Ability; Social Development; Emotional Development; Preadolescents; Special Education; Low Income Groups; Regression (Statistics); Early Intervention; Early Childhood Education; Developmental Delays; Young Children; Disabilities; Intelligence Tests; Vocabulary; Verbal Ability; Child Behavior; Check Lists; Longitudinal Studies; Surveys; Statistical Analysis; Peabody Picture Vocabulary Test; Child Behavior Checklist; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Prädiktor; Soziale Entwicklung; Gefühlsbildung; Pre-adolescence; Präadoleszenz; Special needs education; Sonderpädagogik; Sonderschulwesen; Regression; Regressionsanalyse; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Entwicklungsverzögerung; Frühe Kindheit; Handicap; Behinderung; Intelligence test; Intelligenztest; Wortschatz; Mündliche Leistung; Checkliste; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Statistische Analyse
Abstract	Early indicators of academic risk were used to predict the academic skills, socioemotional functioning, and receipt of special education services at age 10 among children from low-income families who participated in the Early Head Start Research and Evaluation Project. Pairwise comparison of academic skills and socioemotional functioning among early academic risk indicator groups was used, and logistic regression modeling was used to predict receipt of special education services. Children who received early intervention or early childhood special education services or were suspected of having developmental delays before age 3 or at age 5 scored lower on academic skills and poorer on socioemotional functioning at age 10 than those without academic risk indicators. Children who had only biological risks before age 3 or at age 5 did not differ in academic skills or socioemotional functioning at age 10 compared to children without any academic risk indicators. Generally, children's academic risk indicators identified later (at age 5) were stronger predictors of poor academic skills and socioemotional functioning at age 10 than were earlier academic risk indicators (before age 3). Only children who received early intervention services before age 3 or early childhood special education services at age 5 were more likely to receive special education services at age 10 than other groups. Early universal screening, monitoring, and continuous provision of appropriate services for children from low-income families and with academic risks are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01