An official website of the United States government
Little is known about how the expansion of state pre-kindergarten (pre-k) programs affects low-income children with disabilities in Head Start. Using almost 30 years of administrative data of all Head Start programs and a differences-in-differences design, this study tests the possibility that, as state pre-k differentially draws relatively more advantaged children from the pool of eligible 4-year-olds, Head Start taps into their relative programmatic strengths and serves more children with disabilities. We found that, overall, the introduction of state pre-k was associated with a 1 percentage point (7%) decrease in Head Start enrollment of children with disabilities. However, Head Start programs located in school systems did experience an increase in their enrollment of children with disabilities identified before Head Start enrollment. We also found that the decrease was primarily driven by children with speech impairment, suggesting that state pre-k might affect the Head Start enrollment of children with disabilities through “cream-skimming” because services for these children are relatively more common and less expensive. Implications for future research and practice are discussed.
more »
« less
Children with Developmental Language Disorder will Benefit from New IDEA Guidance
Speech-language pathologists are familiar with eligibility criteria for school-based special education services under IDEA, the Individuals with Disabilities Education Act. In order for children with speech and language disorders to be eligible for services, they need to fit one of the thirteen categories of disabilities. However, these 13 categories do not always align well with current evidence-based diagnoses of neurodiverse conditions. It is because of these challenges that we, as members of the National Artificial Intelligence Institute for Exceptional Education, are particularly grateful to the US Department of Education's Office of Special Education programs for issuing new guidance on the use of DLD to accurately describe the speech and language needs of individual children, no matter what eligibility category they fall into. We are also grateful to members and leaders of the American Speech-Language-Hearing Association for their strong advocacy to raise the community's awareness of this new guidance. Therefore, our Institute will be another strong advocate for children with DLD so that they can eventually benefit from our Institute's research. We believe that the recognition of DLD as a disability can greatly help these children and their families.
more »
« less
- Award ID(s):
- 2229873
- PAR ID:
- 10542743
- Publisher / Repository:
- PsyArxiv
- Date Published:
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
We compared everyday language input to young congenitally-blind children with no addi- tional disabilities (N=15, 6–30 mo., M:16 mo.) and demographically-matched sighted peers (N=15, 6–31 mo., M:16 mo.). By studying whether the language input of blind children differs from their sighted peers, we aimed to determine whether, in principle, the language acquisition patterns observed in blind and sighted children could be explained by aspects of the speech they hear. Children wore LENA recorders to capture the auditory language environment in their homes. Speech in these recordings was then analyzed with a mix of automated and manually-transcribed measures across various subsets and dimensions of language input. These included measures of quantity (adult words), interaction (conversational turns and child-directed speech), linguistic properties (lexical diversity and mean length of utterance), and conceptual features (talk centered around the here-and-now; talk focused on visual referents that would be inaccessible to the blind but not sighted children). Overall, we found broad similarity across groups in speech quantitative, interactive, and linguistic properties. The only exception was that blind children’s language environments contained slightly but significantly more talk about past/future/hypothetical events than sighted children’s input; both groups received equiva- lent quantities of “visual” speech input. The findings challenge the notion that blind children’s lan- guage input diverges substantially from sighted children’s; while the input is highly variable across children, it is not systematically so across groups, across nearly all measures. The findings suggest instead that blind children and sighted children alike receive input that readily supports their language development, with open questions remaining regarding how this input may be differentially leveraged by language learners in early childhood.more » « less
-
Abstract Introduction This research examined the classification accuracy of the Quick Interactive Language Screener (QUILS) for identifying preschool-aged children (3;0 to 6;9) with developmental language disorder (DLD). We present data from two independent samples that varied in prevalence and diagnostic reference standard. Methods Study 1 included a clinical sample of children (54 with DLD; 13 without) who completed the QUILS and a standardized assessment of expressive grammar (Syntax subtest from the Diagnostic Evaluation of Language Variation–Norm Referenced; Structured Photographic Expressive Language Test–Preschool 2nd Edition; or Structured Photographic Expressive Language Test–3 rd Edition). Study 2 included a community sample of children (25 with DLD; 101 without) who completed the QUILS and the Auditory Comprehension subtest of the Preschool Language Scales–5th Edition (PLS-5; Zimmerman et al., 2011). Discriminant analyses were conducted to compare classification accuracy (i.e., sensitivity and specificity) using the normreferenced cut score (< 25th percentile) with empirically derived cut scores. Results In Study 1, the QUILS led to low fail rates (i.e., high specificity) in children without impairment and statistically significant group differences as a function of children's clinical status; however, only 65% of children with DLD were accurately identified using the norm-referenced cutoff. In Study 2, 76% of children with DLD were accurately identified at the 25th percentile cutoff and accuracy improved to 84% when an empirically derived cutoff (<32nd percentile) was applied. Conclusions Findings support the clinical application of the QUILS as a component of the screening process for identifying the presence or absence of DLD in community samples of preschool-aged children.more » « less
-
Young children’s friendships fuel essential developmental outcomes (e.g., social-emotional competence) and are thought to provide even greater benefits to children with or at-risk for disabilities. Teacher and parent report and sociometric measures are commonly used to measure friendships, and ecobehavioral assessment has been used to capture its features on a momentary basis. In this proof-of-concept study, we use Ubisense, the Language ENvironmental Analysis (LENA) recorder, and advanced speech processing algorithms to capture features of friendship –child-peer speech and proximity within activity areas . We collected 12,332 1-second speech and location data points. Our preliminary results indicate the focal child at-risk for a disability and each playmate spent time vocalizing near one another across 4 activity areas. Additionally, compared to the Blocks activity area, the children had significantly lower odds of talking while in proximity during Manipulatives and Science. This suggests that the activity areas children occupy may affect their engagement with peers and, in turn, the friendships they development. The proposed approach is a groundbreaking advance to understanding and supporting children’s friendships.more » « less
-
null (Ed.)This paper draws on fieldwork carried out between 2017 and 2020 as part of the project “Speculative Urbanism: Land, Livelihoods, and Finance Capital,” in collaboration with the University of Minnesota, funded by the National Science Foundation [grant number BCS-1636437]. We thank our colleagues Vinay Gidwani, Michael Goldman, Hemangini Gupta, Eric Sheppard, Helga Leitner, and other members of the research team for many discussions and debates. Earlier versions of the paper were presented at the Third Annual Research Conference of the Indian Institute for Human Settlements, Bengaluru, January 10–12, 2019; in the panel on The Peri-urban Question: Renewing Concepts and Categories at RC21@Delhi, September 18–20, 2019; and at the French Institute of Pondicherry, February 13, 2020. We are grateful to the organizers and participants of those conferences for their valuable feedback, as well as to the anonymous referees for their constructive comments. All photos are by Pierre Hauser, who we sincerely thank for allowing us to use his work.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Posted Content:
- https://doi.org/10.31234/osf.io/34tmy
