TY - JOUR
T1 - Head Start Impact on Social–Emotional Outcomes for Children With Disabilities
AU - Lee, Kyunghee
AU - Calkins, Andrea
AU - Shin, Tae Seob
N1 - Publisher Copyright:
© 2015, © The Author(s) 2015.
PY - 2016/11/1
Y1 - 2016/11/1
N2 - Objective: Using the Head Start Impact Study data, this study examines Head Start’s impacts on social–emotional outcomes for children with disabilities. Method: Among 4,442 children, 570 children were reported to have disabilities. Ordinary least squares regression was used to determine whether the number of disabilities, having an individualized education plan (IEP), and receiving Supplemental Security Income (SSI) affect social–emotional outcomes for children with disabilities and whether Head Start’s impact differs depending on these factors. Results: Children with multiple disabilities, an IEP, and SSI had lower social–emotional scores. Head Start impact was found for the following subgroups: children with no disabilities, children who never received an IEP, children living in a higher income household, and Black children. Conclusions: Head Start should identify potential disabilities early and support the provision of adequate services to increase social–emotional outcomes for children with disabilities.
AB - Objective: Using the Head Start Impact Study data, this study examines Head Start’s impacts on social–emotional outcomes for children with disabilities. Method: Among 4,442 children, 570 children were reported to have disabilities. Ordinary least squares regression was used to determine whether the number of disabilities, having an individualized education plan (IEP), and receiving Supplemental Security Income (SSI) affect social–emotional outcomes for children with disabilities and whether Head Start’s impact differs depending on these factors. Results: Children with multiple disabilities, an IEP, and SSI had lower social–emotional scores. Head Start impact was found for the following subgroups: children with no disabilities, children who never received an IEP, children living in a higher income household, and Black children. Conclusions: Head Start should identify potential disabilities early and support the provision of adequate services to increase social–emotional outcomes for children with disabilities.
KW - children with disabilities
KW - Head Start
KW - social–emotional development
UR - http://www.scopus.com/inward/record.url?scp=84988856291&partnerID=8YFLogxK
U2 - 10.1177/1049731514568024
DO - 10.1177/1049731514568024
M3 - Article
AN - SCOPUS:84988856291
SN - 1049-7315
VL - 26
SP - 790
EP - 802
JO - Research on Social Work Practice
JF - Research on Social Work Practice
IS - 7
ER -