ArticleEarly childhood research quarterly
Child social-emotional and behavioral problems and competencies contribute to changes in developmental functioning during Early Intervention.
Article in Early childhood research quarterly. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
3 citing papers in PubMed.
- Disparities in Receipt of Early Intervention Services by Toddlers with Autism Diagnoses: an Intersectional Latent Class Analysis of Demographic Factors.Journal of autism and developmental disorders · 2026Article
- Advancing Mental Health and Equity Through Infant and Early Childhood Mental Health Consultation.Healthcare (Basel, Switzerland) · 2025Article
- The relationship between parenting stress and preschool children's social-emotional competence: the chain mediating role of parental reflective functioning and parent-child relationship.Frontiers in psychology · 2025Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
This study examined how social-emotional and behavioral (SEB) problems and competencies contribute to changes in developmental functioning among children enrolled in Part C Early Intervention (EI), a U.S. program supporting young children with developmental delays and disabilities. The sample included 1,055 children enrolled in EI from 2011-2019 (mean age at EI entry = 17 months; 64% male; 72% marginalized racial and ethnic backgrounds). Standardized developmental assessments, drawn from administrative records, characterized developmental functioning at EI entry and exit and parents reported SEB functioning. Hierarchical regression analyses revealed that SEB problems and competencies interacted in predicting change in developmental functioning from EI entry to exit. Monitoring, identifying, and addressing SEB problems and competencies may optimize developmental outcomes for young children with developmental delays and disabilities.
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Registered trials
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