Kathleen Hebbeler Donna Spiker SRI International Presented at OSEP Early Childhood Conference

1. Early Intervention Graduates Go to Kindergarten:Findings from the National Early Intervention Longitudinal Study (NEILS) Kathleen Hebbeler Donna Spiker SRI International Presented at OSEP Early Childhood Conference Washington, DC December 2005

2. Questions to be Addressed Today • What are the child and family outcomes for former recipients of early intervention when the child enters kindergarten? • What are the child’s experiences in kindergarten and what services are being received?

3. National Early Intervention Longitudinal Study (NEILS) • Conducted by • SRI International • Frank Porter Graham Child Development Institute • Research Triangle Institute • American Institutes for Research • 10-year study funded by OSEP in 1995

4. Study Design • Longitudinal. NEILS followed children and families from the time they enter early intervention through kindergarten. • Families were recruited when they enrolled in early intervention for the first time. • Families were recruited from September 1997 to November 1998.

5. NEILS Findings Presented Today • Today’s findings based on telephone interviews with family member conducted when: • Child began early intervention (N=3200; 96%) • Child was 36 to 40 months of age (N=2584; 77%) • Child was entering kindergarten (N=2298; 69%). • Asked a series of questions about child’s behavior, health, and development. • Last round of family kindergarten interviews was completed in December 2004. • Data are weighted to represent the nation.

6. Who are the Infants and Toddlers Entering Early Intervention?

7. Key Findings • Children are more likely to begin services before 8 months and after 18 months than in the time in between. • When children begin early intervention is strongly related to the reason why they are eligible for services. • There is no typical child in early intervention.

8. Key Findings • Children in early intervention are: • In poorer health than the general population of infants and toddlers • 16% fair or poor health compared to 2.3% for general population) • More likely to be boys (61%) • More likely have been born at low birth weight • 32% vs. 8% general population • 10% of children in EI are under 1000 grams

9. Percentage of Infants & Toddlers Entering Services by Age at Entry * * Age at development of the Individualized Family Service Plan (IFSP).

10. Eligibility for Early Intervention Services

11. Eligibility by Age at Entry

12. Child Outcomes at Kindergarten

13. Key Findings • Many former EI participants are doing well at kindergarten. • About half are reported to no longer have a delay or disability. • A minority of children continue to have difficulties with use of arms or legs. • A higher proportion of children have difficulties with communicating, relating, and behavior. • Health is improving but a minority of children continue to have health problems.

14. Use of Arms and Hands

15. Use of Legs and Feet

16. Communication: How Well Child Makes Needs Known

17. Health Status

18. Health (Continued) • Activities limited by health problem – 17% • Currently taking medication for a condition or problem – 32% • Taking medication for behavior/mood/activity/attention – 22% • Use any kind of medical device – 12%

19. At kindergarten child has a condition or delay that affects development

20. Age at IFSP by Has Delay or Disability at Kindergarten

21. Reason for Eligibility by Has Delay or Disability at Kindergarten

22. Uses Legs/Feet and Arms/Hands as Well as Other Children

23. Fine Motor Tasks Use spoon without spilling Copy a circle

24. Communication Tasks Uses 4-6 word sentence Tells about events in story in sequence

25. Knowledge and Concepts Gives first and last name Has concept of 3

26. How well does child learn, think, and solve problems

27. Exposure to Literacy: Looks at books on own

28. Social Skills and Behavior Social skills Appropriateness of behavior

29. Social Integration: Invited to another child’s house in last week

30. Kindergarten Experiences and Receipt of Special Education

31. Key Findings • Transition to kindergarten has gone well for most but not all children. • About half of those who participated in EI are receiving special education or therapy services at kindergarten. • Some are receiving services outside of the public schools • About ¾ of those in EI had IEPs developed at age 3 but only less than ½ received services continuously between EI and kindergarten. • Parents are positive about their special education kindergarten experiences but not as positive as they were about EI.

32. How transition to kindergarten has gone

33. Receiving special education or therapy through the public schools at entry to kindergarten

34. Currently receiving special education or therapy through the public schools and disability status

35. Currently receiving special education or therapy through the public schools or private sources

36. (Only for children receiving public special education at K) Where child spends time at school

37. Special services received in kindergarten

38. Feelings about amount of special education or therapy through public schools

39. Feelings about quality of special education or therapy through public schools at K/EI at 36 months

40. (Only for children receiving special education at K) Feelings about time with typically developing children

41. Services Between Early Intervention and Kindergarten • 77% report an IEP was developed for the child around 3 years of age • 69% of them were receiving special education or therapy through the public schools at kindergarten • 63% report child has received services through the public schools sometime between EI and kindergarten

42. Services Between Early Intervention and Kindergarten • 45% report child has received services continuously between EI and kindergarten • Among those who received preschool services through public schools, speech therapy (76%) most frequent service • 21% report child received services not paid for by the public schools between EI and kindergarten

43. Family Outcomes and Perceptions at Kindergarten

44. Key Findings • Family outcomes at kindergarten are positive and very similar to family outcomes at 36 months. • Some families have a difficult time dealing with their child’s behavior at both time points. • The only exception is that at kindergarten families feel less confident in their ability to work with professionals and advocate for their child.

45. Family Knows How to Help Child Learn and Develop

46. Difficulty Figuring Out What to Do about Behavior

47. Know How to Work with Professionals and Advocate for What Child Needs

48. Have Relatives or Friends Who Help the Family Deal with Problems

49. Family Has Little Chance to Take Part in Community Activities

50. Family’s Overall Life Situation Now