Initial Evaluation Practices to Identify Young Children's Social Emotional Difficulties

Autor/inn/en	Stein, Rachel; Steed, Elizabeth A.
Titel	Initial Evaluation Practices to Identify Young Children's Social Emotional Difficulties
Quelle	In: Topics in Early Childhood Special Education, 42 (2023) 4, S.383-394 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steed, Elizabeth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/02711214221075375
Schlagwörter	Identification; Interpersonal Competence; Emotional Problems; Emotional Disturbances; Early Intervention; Preschool Children; Special Education; Developmental Delays; Students with Disabilities; Educational Legislation; Federal Legislation; Equal Education; Social Emotional Learning; Eligibility; Screening Tests; Mental Health; Performance Based Assessment; Colorado + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Interpersonale Kompetenz; Gefühlsstörung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Entwicklungsverzögerung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Eignung; Screening-Verfahren; Psychohygiene; Leistungsermittlung
Abstract	For young children with significant social emotional difficulties, early identification and intervention can mitigate later challenges. Early social emotional difficulties may indicate an early mental health condition, developmental delays, or educational disabilities. The Individuals with Disabilities Education Improvement Act (2004) includes provisions for finding and supporting young children with delays or disabilities associated with social emotional needs. Yet, few young children are identified and connected to services, suggesting identification challenges. We used survey methodology to learn about social emotional evaluation practices used by Child Find teams in Colorado for children evaluated for early intervention and preschool special education eligibility. Results suggested that Child Find professionals relied heavily on observations, parent report, and teacher/caregiver input when determining social emotional eligibility. Fewer providers used standardized screening and validated social emotional tools. While most providers made decisions aligned with Colorado eligibility, others appeared to misunderstand the criteria. Implications and future directions are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01