Head Start Impact on Social–Emotional Outcomes for Children With Disabilities

• Published in: Research on social work practice Vol. 26; no. 7; pp. 790 - 802
• Main Authors: Lee, Kyunghee, Calkins, Andrea, Shin, Tae Seob
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.11.2016; SAGE PUBLICATIONS, INC
• Subjects: African American Children; Disadvantaged Youth; Emotional Development; Family Income; Financial Support; Individualized Education Programs; Interpersonal Competence; Intervention; Multiple Disabilities; Outcomes of Education; Parent Child Relationship; Preschool Education; Scores; Social Development; Statistical Analysis; Head Start; children with disabilities; social–emotional development
• ISSN: 1049-7315; 1552-7581
• DOI: 10.1177/1049731514568024

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.