Implementation of Developmental Screening in Early Childhood Education: An Investigation of Process Variables and Acceptability.

FAMILIES & psychology; AUTISM risk factors; TEACHER education; EDUCATION of parents; PATIENT aftercare; STATISTICS; PATIENT participation; CHILD care; PROFESSIONS; FOCUS groups; CHILD development; COLLEGE teacher attitudes; MEDICAL screening; DEVELOPMENTAL disabilities; INTERVIEWING; QUANTITATIVE research; JOB involvement; HUMAN services programs; FAMILY attitudes; INCOME; PRE-tests & post-tests; EARLY intervention (Education); RESEARCH funding; QUESTIONNAIRES; COMMUNICATION; THEMATIC analysis; SOCIAL skills; DATA analysis; EDUCATIONAL outcomes; PARENTS; MOTOR ability

Many children with developmental delays need early intervention services but do not receive them. Developmental screening provides the impetus for identification of delays and service referrals but is not used consistently across all early childhood education settings. We used an implementation science framework to examine attitudes and engagement in a developmental screening program across three U.S. early childcare centers. Teachers demonstrated adequate knowledge of screening following training in the screener and were highly engaged in the screening process. Teachers' positive attitudes toward screening increased yet perceived barriers to regular use of screening in their practice remained unchanged. Family participation in the screening process varied across centers and suggested a trend between family income and participation. Future research is needed to target pervasive barriers to teachers' use of screening, such as perceived difficulties in engaging parents in the screening process. [ABSTRACT FROM AUTHOR]

Copyright of Topics in Early Childhood Special Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)