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<p>Data suggest that young children may experience social emotional delays and disabilities, with both short- and long-term consequences. IDEA’s early intervention and preschool special education provides one way for young children to receive support for social emotional needs; yet many children do not receive services. This study explored initial evaluation and eligibility determination practices for young children referred for social emotional concerns through surveying multidisciplinary initial evaluation team members (<i>N</i> = 1,175). Closed- and open-ended survey responses were analyzed using quantitative and qualitative approaches. Findings revealed two key ways professionals adapted evaluations for young children with social emotional concerns; some professionals reported no changes. Comparisons of EI and preschool special education evaluation and eligibility determination practices revealed statistically significant differences for initial evaluations. Professionals reported various challenges to the process when young children were referred for social emotional concerns. Implications and future directions are explored.</p>

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Examining Evaluation and Eligibility Practices for Young Children with Social Emotional Concerns

  • 期刊论文

  • 发表日期：

    2025年1月30日

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  • Rachel Stein,
  • Elizabeth Steed,
  • Heidi L. Burke

摘要

Data suggest that young children may experience social emotional delays and disabilities, with both short- and long-term consequences. IDEA’s early intervention and preschool special education provides one way for young children to receive support for social emotional needs; yet many children do not receive services. This study explored initial evaluation and eligibility determination practices for young children referred for social emotional concerns through surveying multidisciplinary initial evaluation team members (N = 1,175). Closed- and open-ended survey responses were analyzed using quantitative and qualitative approaches. Findings revealed two key ways professionals adapted evaluations for young children with social emotional concerns; some professionals reported no changes. Comparisons of EI and preschool special education evaluation and eligibility determination practices revealed statistically significant differences for initial evaluations. Professionals reported various challenges to the process when young children were referred for social emotional concerns. Implications and future directions are explored.