Initial Evaluation Practices to Identify Young Children With Delays and Disabilities During the COVID-19 Pandemic

Abstract

This study utilized a mixed methods design to analyze responses from a nationally distributed survey of professionals’ (N = 1,000) experiences conducting initial evaluations for early intervention and preschool special education during the COVID-19 pandemic. Most personnel reported pausing their initial evaluations at some point during the pandemic. Professionals conducting initial evaluations reported various changes to their prepandemic initial evaluation process, including moving the evaluation to a remote format and asking about the impact of the pandemic on the family. Changes to the initial evaluation process were more often reported by personnel conducting initial evaluations for early intervention when compared with personnel conducting initial evaluations for preschool special education. Responses to open-ended questions yielded several challenges and positive aspects of conducting initial evaluations in person or remotely during the pandemic. Professionals in both modalities grappled with the need to ensure health and safety objectives while maintaining recommended evaluation practices. The implications of study findings for research, practice, and policy enhancements are presented.