Head Start Impact on Social–Emotional Outcomes for Children With Disabilities

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.

Effects of Individualized Education Programs on Cognitive Outcomes for Children with Disabilities in Head Start Programs

“…This finding contradicts a previous study (Lee, Calkin, & Shin, 2015) that found children who had multiple disabilities generally had negative social-emotional outcomes. Among children who had multiple disabilities in the present study, speech impairment was the comorbid disability diagnosed in most cases.…”

“…The current study expands this examination of differences between Head Start and control group children with disabilities by including measures of language and early academic functioning and by accounting for two other factors that may shape cognitive outcomes for children: IEP receipt and multiple disability status. Further, this study adds to a previous study that examined Head Start's effect on social-emotional outcomes for children with disabilities (Lee, Calkin, & Shin, 2015). This study was determined to be nonhuman subject research since the data do not contain any identifiable personal information as defined by the Department of Health and Human Services [45.…”

Long-Term Head Start Impacts on Cognitive Outcomes for Children With Disabilities

“…Disabled children tend to have more health-related needs, along with social and environmental factors that prevent them from participating fully in society (Halfon et al, 2012). Children with disabilities experience higher rates of social-emotional issues, which have long-term implications for an increase in the risk of further disabilities being diagnosed, as well as links to poverty and Supplemental Security Income dependency (Lee et al, 2016). In addition, children with disabilities often show deficits in transition and career success and require interventions to increase self-determination (Moore & McNaught, 2014; Zheng et al, 2014).…”

“…Zhai et al (2011) found that Head Start had significant and consistent effects on improvement in children’s cognitive development at age 5 years, but the study did not distinguish between students with and without disabilities. Although Lee et al (2016) discussed the outcomes for children with disabilities at age 5 years, this study did not investigate the outcomes at later ages. While evidence indicates short-term benefits to Head Start participation, there is little research investigating the long-term outcomes of Head Start participation solely on children with disabilities.…”

“…Research indicates that early exposure to increased environmental risks for children with intellectual disabilities increases the risk of poor outcomes. When analyzing the effect of early education, it is important to note that family factors, such as parental education and employment, may enhance the impact of Head Start on social-emotional outcomes (Lee et al, 2016; Love et al, 2005). In addition, while some research shows that Head Start has little overall impact on developmental outcomes, looking at other factors indicates that Head Start has a larger impact on children at the lowest skill levels (Bitler et al, 2017).…”