Labeling Preschoolers as Learning Disabled: A Cautionary Position

The purpose of this article is to explore the issues concerning the adaptation of school-based service delivery concepts for use in early childhood special education programs. The use of categorical labels for determining eligibility for preschool children is not required by law—and may be detrimental. The following concerns are discussed: (a) definitional issues in learning disabilities versus low achievement, (b) the dangers of labeling and low expectation sets, (c) repeated failure to demonstrate movement through a continuum of services (particularly to least restrictive environments), and (d) the efficacy of early intervention and school-based special services for those with mild or suspected developmental disabilities. Research is reviewed concerning definitional and assessment issues utilizing learning disabilities as a construct. Alternatives for describing the characteristics of young children who are significantly at risk or developmentally delayed are provided.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Assessing Early Intervention Outcomes: Beyond Program Variables

THE EARLY INTERVENTION field is witnessing some major shifts in the focus of efficacy research. The traditional preoccupation with the question as to whether early intervention works is giving way to greater concern with understanding how programs make their impact. While this is seen as a progressive shift, much of the focus has so far been placed on how specific dimensions of the intervention process contribute to outcomes. Little attention has been paid to extra‐program variables which impinge upon or interact with the intervention process to shape outcomes. This paper presents the perspective that an intervention program is only one of many factors with potential influence on child and family functioning. Consequently program efficacy must be assessed in relation to both program and extra‐program variables. A framework outlining five classes of “independent” variables and two classes of outcomes to be considered in efficacy research is presented. Regression and path analytic techniques are presented as two potentially useful tools for addressing the different kinds of efficacy questions currently being raised in the literature