This scoping review analyzes empirical research studies focused on Early Intervention (EI) services, covered under Part C of the Individuals with Disabilities Education Act in the United States, for children birth-to-3 years old with significant support needs (SSNs). The purposes were to gauge the landscape of literature in this area, understand the ways researchers describe and define the population of children with SSNs, and identify participant outcomes. Inclusion criteria focused on both the explicit mention of child participants receiving Part C EI services and having SSNs. This review revealed various study designs ranging from program evaluations to a randomized control trial. Results include an identification of participant categories, the nuanced ways in which SSNs are described, and outcomes across studies. We emphasize the need for consistent language and identification of children with SSNs and suggest additional studies focused on child outcomes.
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