Laura Lee McIntyre1, William E Pelham2, Matthew H Kim3, Thomas J Dishion4, Daniel S Shaw5, Melvin N Wilson6. 1. Department of Special Education and Clinical Sciences and Prevention Science Institute, University of Oregon, Eugene, OR. Electronic address: llmcinty@uoregon.edu. 2. Arizona State University, Tempe, AZ. 3. Department of Special Education and Clinical Sciences and Prevention Science Institute, University of Oregon, Eugene, OR. 4. Arizona State University, Tempe, AZ; Oregon Research Institute, Eugene, OR. 5. University of Pittsburgh, Pittsburgh, PA. 6. University of Virginia, Charlottesville, VA.
Abstract
OBJECTIVE: To test whether a language screener administered during early childhood predicts special education referrals and placement in middle childhood. STUDY DESIGN: A series of logistic regressions was conducted in a longitudinal study of 731 children. Predictor variables included scores on the early language screener (Fluharty Preschool Speech and Language Screening Test-Second Edition [Fluharty-2]) at ages 3 and 4 years, a standardized measure of academic achievement at age 5 years, and parent report of special education services at ages 7.5, 8.5, and 9.5 years. RESULTS: Results showed that higher scores on the Fluharty-2 predicted a reduced likelihood of having an individualized education program (OR 0.48), being referred for special education (OR 0.55), and being held back a grade (OR 0.37). These findings did not vary by sex, race, or ethnicity, and remained significant after controlling for male sex, behavior problems, parental education, and family income. The Fluharty-2 remained predictive of special education outcomes even after controlling for children's academic skills at age 5 years. CONCLUSIONS: Results suggest that structured, brief assessments of language in early childhood are robust predictors of children's future engagement in special education services and low academic achievement. Primary care physicians may use a multipronged developmental surveillance and monitoring protocol designed to identify children who may need comprehensive evaluation and intervention. Early intervention may reduce the need for costly special education services in the future and reduce comorbid conditions.
OBJECTIVE: To test whether a language screener administered during early childhood predicts special education referrals and placement in middle childhood. STUDY DESIGN: A series of logistic regressions was conducted in a longitudinal study of 731 children. Predictor variables included scores on the early language screener (Fluharty Preschool Speech and Language Screening Test-Second Edition [Fluharty-2]) at ages 3 and 4 years, a standardized measure of academic achievement at age 5 years, and parent report of special education services at ages 7.5, 8.5, and 9.5 years. RESULTS: Results showed that higher scores on the Fluharty-2 predicted a reduced likelihood of having an individualized education program (OR 0.48), being referred for special education (OR 0.55), and being held back a grade (OR 0.37). These findings did not vary by sex, race, or ethnicity, and remained significant after controlling for male sex, behavior problems, parental education, and family income. The Fluharty-2 remained predictive of special education outcomes even after controlling for children's academic skills at age 5 years. CONCLUSIONS: Results suggest that structured, brief assessments of language in early childhood are robust predictors of children's future engagement in special education services and low academic achievement. Primary care physicians may use a multipronged developmental surveillance and monitoring protocol designed to identify children who may need comprehensive evaluation and intervention. Early intervention may reduce the need for costly special education services in the future and reduce comorbid conditions.
Authors: M B Resnick; R V Gueorguieva; R L Carter; M Ariet; Y Sun; J Roth; R L Bucciarelli; J S Curran; C S Mahan Journal: Pediatrics Date: 1999-12 Impact factor: 7.124
Authors: Ina F Wallace; Nancy D Berkman; Linda R Watson; Tamera Coyne-Beasley; Charles T Wood; Katherine Cullen; Kathleen N Lohr Journal: Pediatrics Date: 2015-07-07 Impact factor: 7.124
Authors: C J Johnson; J H Beitchman; A Young; M Escobar; L Atkinson; B Wilson; E B Brownlie; L Douglas; N Taback; I Lam; M Wang Journal: J Speech Lang Hear Res Date: 1999-06 Impact factor: 2.297
Authors: Rahil D Briggs; Erin M Stettler; Ellen Johnson Silver; Rebecca D A Schrag; Meghna Nayak; Susan Chinitz; Andrew D Racine Journal: Pediatrics Date: 2012-01-09 Impact factor: 7.124
Authors: Carl-Gustaf Bornehag; Christian Lindh; Abraham Reichenberg; Sverre Wikström; Maria Unenge Hallerback; Sarah F Evans; Sheela Sathyanarayana; Emily S Barrett; Ruby H N Nguyen; Nicole R Bush; Shanna H Swan Journal: JAMA Pediatr Date: 2018-12-01 Impact factor: 16.193