Child social-emotional and behavioral problems and competencies contribute to changes in developmental functioning during Early Intervention

Alison E. Chavez; Mary Troxel; R. Christopher Sheldrick; Abbey Eisenhower; Sophie Brunt; Alice S. Carter

doi:10.1016/j.ecresq.2023.10.009

Child social-emotional and behavioral problems and competencies contribute to changes in developmental functioning during Early Intervention

Alison E. Chavez, Mary Troxel, R. Christopher Sheldrick, Abbey Eisenhower, Sophie Brunt, Alice S. Carter^*

^*Corresponding author for this work

Psychiatry and Behavioral Sciences

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

This study examined how social-emotional and behavioral (SEB) problems and competencies contribute to changes in developmental functioning among children enrolled in Part C Early Intervention (EI), a U.S. program supporting young children with developmental delays and disabilities. The sample included 1,055 children enrolled in EI from 2011-2019 (mean age at EI entry = 17 months; 64% male; 72% marginalized racial and ethnic backgrounds). Standardized developmental assessments, drawn from administrative records, characterized developmental functioning at EI entry and exit and parents reported SEB functioning. Hierarchical regression analyses revealed that SEB problems and competencies interacted in predicting change in developmental functioning from EI entry to exit. Monitoring, identifying, and addressing SEB problems and competencies may optimize developmental outcomes for young children with developmental delays and disabilities.

Original language	English (US)
Pages (from-to)	245-254
Number of pages	10
Journal	Early Childhood Research Quarterly
Volume	66
DOIs	https://doi.org/10.1016/j.ecresq.2023.10.009
State	Published - Jan 1 2024

Funding

This project was supported by the National Institutes of Mental Health ( R01 MH104400-01 ) and the Health Resources and Services Administration of the U.S. Department of Health and Human Services ( R40MC26195 ).

Keywords

Early Intervention
administrative records
social-emotional and behavioral functioning
young children

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Sociology and Political Science

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10.1016/j.ecresq.2023.10.009

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title = "Child social-emotional and behavioral problems and competencies contribute to changes in developmental functioning during Early Intervention",

abstract = "This study examined how social-emotional and behavioral (SEB) problems and competencies contribute to changes in developmental functioning among children enrolled in Part C Early Intervention (EI), a U.S. program supporting young children with developmental delays and disabilities. The sample included 1,055 children enrolled in EI from 2011-2019 (mean age at EI entry = 17 months; 64% male; 72% marginalized racial and ethnic backgrounds). Standardized developmental assessments, drawn from administrative records, characterized developmental functioning at EI entry and exit and parents reported SEB functioning. Hierarchical regression analyses revealed that SEB problems and competencies interacted in predicting change in developmental functioning from EI entry to exit. Monitoring, identifying, and addressing SEB problems and competencies may optimize developmental outcomes for young children with developmental delays and disabilities.",

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AU - Troxel, Mary

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AU - Eisenhower, Abbey

AU - Brunt, Sophie

AU - Carter, Alice S.

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KW - Early Intervention

KW - administrative records

KW - social-emotional and behavioral functioning

KW - young children

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Child social-emotional and behavioral problems and competencies contribute to changes in developmental functioning during Early Intervention

Abstract

Funding

Keywords

ASJC Scopus subject areas

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