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

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.

Initial Evaluation Practices to Identify Young Children with Delays and Disabilities

“…One study in the state of Pennsylvania found that many young children were assessed in a private testing room, rather than a natural setting (Mattern, 2015). Stein & Steed (2022) reported that many early childhood professionals used clinic settings for initial evaluations during the COVID-19 pandemic. For some of these professionals, the clinic setting was a temporary adjustment due to health and safety concerns; however, some early childhood professionals indicated the use of clinic settings for EI and preschool special education initial evaluations in another study conducted prior to the pandemic (Steed & Stein, 2021).…”

“…In one study, Sullivan and colleagues (2019) found that many school psychologists made eligibility decisions that were not supported by the evaluation data. In Stein & Steed (2022) study, most early childhood professionals involved in determining eligibility for social emotional delays and disabilities in early intervention and preschool special education used their state's eligibility criteria; however, some expressed decision-making rules that conflicted with the state's eligibility guidelines. Further, when Barton et al, (2016) surveyed early childhood practitioners, they found large disparities across the state and school districts in the procedures, tools, and practices they used to identify young children with autism spectrum disorder.…”