Many children with developmental delays need early intervention services but do not receive them. Developmental screening provides the impetus for identification of delays and service referrals but is not used consistently across all early childhood education settings. We used an implementation science framework to examine attitudes and engagement in a developmental screening program across three early childcare centers. Teachers demonstrated adequate knowledge of screening following training in the screener and were highly engaged in the screening process. Teachers’ positive attitudes toward screening increased yet perceived barriers to regular use of screening in their practice remained unchanged. Family participation in the screening process varied across centers and suggested a trend between family income and participation. Future research is needed to target pervasive barriers to teachers’ use of screening, such as perceived difficulties in engaging parents in the screening process.

许多发育迟缓的儿童需要早期干预服务，但并未得到这些服务。发育筛查提供了识别延误和服务转介的动力，但并未在所有幼儿教育环境中一致使用。我们使用实施科学框架来检查三个早期儿童保育中心对发育筛查计划的态度和参与度。教师在接受筛查员培训后展示了足够的筛查知识，并且高度参与了筛查过程。教师对筛查的积极态度有所增加，但他们认为在实践中经常使用筛查的障碍保持不变。筛查过程中的家庭参与因中心而异，并表明家庭收入和参与之间存在趋势。