Limited access to special education services for school-aged children with developmental delay.
Kids forced out of early-intervention by age who later get re-diagnosed are twice as likely to need school special-education services again.
01Research in Context
What this study did
Twardzik et al. (2018) tracked kids who aged out of Oregon’s early-intervention program without a firm diagnosis.
The team then watched who later got a new label and re-entered school special-education services.
They used state records and compared kids who re-entered with kids who did not.
What they found
Children who exited early-intervention for age and later got a new diagnosis were 2.4 times more likely to need school special-education services again.
In plain words, kicking kids out because of a birthday doubles the chance they will need help later.
How this fits with other research
Poppes et al. (2010) first noticed this pattern. They saw kids return to services with subtle risk signs that were missed the first time.
Cooper (2022) flips the cost side. Early intensive ABA for preschoolers with autism can save districts over $250,000 per child in later special-education costs.
Together the three papers tell one story: missed or halted early help creates bigger, pricier problems down the road.
Why it matters
If you write transition plans, add a safety-net clause. Schedule a free re-screen six months after early-intervention exit.
One quick phone call can catch the kids who slip through and spare everyone a second referral fight later.
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02At a glance
03Original abstract
BACKGROUND: Current policy in Oregon limits eligibility of children diagnosed with developmental delay for school-based services. Due to eligibility definitions, children with developmental delay may face additional barriers transitioning from early intervention/early childhood special education into school-based special education services. AIMS: Examine the relationship between enrollment in school-based special education programs given a change in primary disability diagnosis. METHODS: Logistic regression models were fit for children who enrolled in early intervention/early childhood special education services with a primary disability diagnosis of developmental delay and changed primary disability diagnosis before third grade (n=5076). RESULTS: Odds of enrollment in future special education were greater in children with a change in primary disability diagnosis after the age of five in comparison to children that had a change in primary disability diagnosis before the age of five, while adjusting for demographic characteristics (adjusted odds ratio: 2.37, 95% CI 1.92, 2.92). CONCLUSION: Results suggest that children who are diagnosed with a developmental delay and exit early childhood special education due to maximum age of eligibility are more likely to enroll in special education compared to children without a gap in service access. IMPLICATIONS: Gaps in service access during early development are associated with the need for supportive services later on in life.
Research in developmental disabilities, 2018 · doi:10.1016/j.ridd.2017.12.008