Date of Submission

2019

Degree Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

Department Chair

Robert A DiTomasso, PhD, ABPP

First Advisor

Virginia Salzer, PhD

Second Advisor

Jessica Kendorski, PhD

Third Advisor

Kelly B Hargadon, PhD

Abstract

The Early Screening Inventory-Revised is an early childhood assessment used to screen three and four-year-olds entering preschool. This screener assesses basic skills and one’s level of functioning as he or she begins to learn in an academic environment. The purpose of this screener is to alert the school district about students who may struggle academically in a school- based setting. Based on the results of the assessment, students can receive academic or behavioral support from the school if the teacher and parents of the child deem the support necessary. Students who receive support from the school may or may not be evaluated following the academic or behavioral supports conducted in the classroom. The purpose of this study was to determine if the Early Screening Inventory- Revised predicts special education placement by the age of five. The participants included three -year-old students in the preschool setting. Based on the results of the Early Screening Inventory-Revised, it was concluded that students who were identified early and received intervention were still placed in special education; this is in comparison with their peers who were recommended for intervention but refused it. Many individuals who refused intervention were not placed in special education. It was speculated that many teachers and parents refused intervention because they wanted the students to grow and develop independently, without support. Those students who were labeled early were on the “radar”, compared with their peers who refused intervention.

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