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Delgado, Christine E. F. – Education and Training in Developmental Disabilities, 2009
Special education outcomes were evaluated for 3,608 children (2,513 males) with a preschool history of developmental disability. Sixty-six percent of the children had an identified disability in fourth grade. The percentage of children with a disability at outcome varied across preschool disability categories from 54% to 96%. The consistency of…
Descriptors: Early Intervention, Emotional Disturbances, Learning Disabilities, Language Impairments
Delgado, Christine E. F.; Scott, Keith G. – Journal of Special Education, 2006
This study demonstrates the utility of integrating birth certificate record data with an existing disability-tracking database for the purpose of evaluating early identification efforts. The authors examined referral rates of preschool-age children for several known disability risk factors. Low birthweight, low maternal education, and prematurity…
Descriptors: Disability Identification, Referral, At Risk Persons, Preschool Children
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Delgado, Christine E. F.; Vagi, Sara J.; Scott, Keith G. – Exceptionality, 2007
Statewide birth certificate and preschool exceptionality records were integrated to identify risk factors for developmental delay (DD). Epidemiological methods were used to investigate both individual-level and population-level risk for DD associated with a number of child and maternal factors. Infants born with very low birth weight were at the…
Descriptors: Premature Infants, Mothers, Parent Influence, Educational Attainment
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Delgado, Christine E. F.; Vagi, Sara J.; Scott, Keith G. – American Journal on Mental Retardation, 2006
Educational outcomes were evaluated for 2,046 preschool children identified with developmental delay. Results indicated that at third grade, 26% were in regular education and the remaining 74% were receiving special education services. The most common disability classifications at outcome were specific learning disabilities and educable mentally…
Descriptors: Grade 3, Academic Achievement, Preschool Children, Learning Disabilities
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Morales, Michael; Mundy, Peter; Crowson, Mary M.; Neal, A. Rebecca; Delgado, Christine E. F. – International Journal of Behavioral Development, 2005
This study examined the concurrent and predictive relations between infant attention skills, joint attention, and emotion regulation. Infants' gaze following skills and duration of orienting were assessed at 6 months of age, and collaborative joint attention and emotion regulation skills were assessed at 24 months of age. The results indicated…
Descriptors: Attention, Infants, Individual Differences, Prediction
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Vaughan Van Hecke, Amy; Mundy, Peter C.; Acra, C. Francoise.; Block, Jessica J.; Delgado, Christine E. F.; Parlade, Meaghan V.; Meyer, Jessica A.; Neal, A. Rebecca; Pomares, Yuly B. – Child Development, 2007
Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and…
Descriptors: Infants, Preschool Children, Interpersonal Competence, Attention Span
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Delgado, Christine E. F.; Vagi, Sara J.; Scott, Keith G. – Exceptionality
Developmental epidemiological methods were used to identify risk factors for speech impairment (SI), specific language impairment (SLI), and combined speech and language impairment (CSLI) in a statewide sample of preschool-age children. Level of risk was determined by comparing the rate of occurrence of factors between 12,799 children with SI,…
Descriptors: Speech Impairments, Risk, Marital Status, Language Impairments