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Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
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Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

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

Alison E Chavez1, Mary Troxel1, R Christopher Sheldrick2

  • 1Department of Psychology, University of Massachusetts Boston, Boston, MA, USA.

Early Childhood Research Quarterly
|March 18, 2024
PubMed

Insights

Social-emotional and behavioral (SEB) problems and competencies impact developmental functioning in early intervention (EI) for children with delays. Addressing SEB issues can improve developmental outcomes for these young children.

Area of Science:

  • Child Development
  • Developmental Psychology
  • Early Intervention Services

Background:

  • Children in early intervention (EI) often present with social-emotional and behavioral (SEB) challenges.
  • Understanding the interplay between SEB factors and developmental trajectories is crucial for effective support.
  • Part C of the Individuals with Disabilities Education Act (IDEA) mandates services for infants and toddlers with developmental delays.

Purpose of the Study:

  • To investigate the role of social-emotional and behavioral (SEB) problems and competencies in predicting changes in developmental functioning.
  • To examine these relationships among children receiving Part C Early Intervention (EI) services.
  • To identify factors that may optimize developmental outcomes for young children with developmental delays and disabilities.

Main Methods:

  • Utilized a sample of 1,055 children enrolled in Part C EI from 2011-2019.
  • Collected data on developmental functioning via standardized assessments from administrative records.
  • Assessed social-emotional and behavioral (SEB) functioning through parent reports.
  • Employed hierarchical regression analyses to examine predictive relationships.

Main Results:

  • Social-emotional and behavioral (SEB) problems and competencies were found to interact in predicting developmental functioning changes.
  • The interplay between SEB problems and competencies significantly influenced developmental trajectories from EI entry to exit.
  • This interaction suggests a nuanced relationship where both challenges and strengths matter.

Conclusions:

  • Monitoring, identifying, and addressing both SEB problems and competencies are vital for improving developmental outcomes.
  • Early intervention programs can enhance effectiveness by integrating SEB assessments and supports.
  • Tailoring interventions based on a child's SEB profile may lead to more optimized developmental gains.

Keywords:
Early Interventionadministrative recordssocial-emotional and behavioral functioningyoung children

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