Initial Evaluation Practices to Identify Young Children’s Social Emotional Difficulties

Abstract

For young children with significant social emotional difficulties, early identification and intervention can mitigate later challenges. Early social emotional difficulties may indicate an early mental health condition, developmental delays, or educational disabilities. The Individuals with Disabilities Education Improvement Act (2004) includes provisions for finding and supporting young children with delays or disabilities associated with social emotional needs. Yet, few young children are identified and connected to services, suggesting identification challenges. We used survey methodology to learn about social emotional evaluation practices used by Child Find teams in Colorado for children evaluated for early intervention and preschool special education eligibility. Results suggested that Child Find professionals relied heavily on observations, parent report, and teacher/caregiver input when determining social emotional eligibility. Fewer providers used standardized screening and validated social emotional tools. While most providers made decisions aligned with Colorado eligibility, others appeared to misunderstand the criteria. Implications and future directions are discussed.