Date Approved
8-28-2015
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. School Psychology-Professional School Psychology
Department
Educational Services, Administration, and Higher Education
College
College of Education
Advisor
Allen, Terri
Subject(s)
Children with disabilities--Identification; Early childhood education
Disciplines
Child Psychology | Student Counseling and Personnel Services
Abstract
Early intervention (EI), known as Part C, is an integral component of providing young children with individualized attention that enriches their development. The EI services are provided to children zero to two years old that are deemed eligible by specific diagnosis, clinical opinion, or based on assessment scores. States have flexibility on which assessments should be used and the qualifications of the examiner. The variations among states and districts can have implications on who is eligible to receive services throughout the country. The purpose of this study is to investigate the assessments and examiner's qualification in each state. The ongoing data that will be collected will be interpreted to answer the following questions: Does the type of assessment used to determine children's eligibility for EI services in each state correlate to the projected number of referred children? Does the difference in the examiner's qualifications have an impact on the number of children in EI? The data suggests that there needs to be further examination to answer these questions. The states' ambiguity of assessments and evaluator qualifications raises concerns on the reliability and validity on the evaluation process.
Recommended Citation
Siktar, April, "Assessment variability among states in determining Part C eligibility criteria" (2015). Theses and Dissertations. 397.
https://rdw.rowan.edu/etd/397
