This study examined how social-emotional and behavioral (SEB) problems and competencies contribute to changes in developmental functioning among children enrolled in Part C Early Intervention (EI), a U.S. program supporting young children with developmental delays and disabilities. The sample included 1,055 children enrolled in EI from 2011-2019 (mean age at EI entry = 17 months; 64% male; 72% marginalized racial and ethnic backgrounds). Standardized developmental assessments, drawn from administrative records, characterized developmental functioning at EI entry and exit and parents reported SEB functioning. Hierarchical regression analyses revealed that SEB problems and competencies interacted in predicting change in developmental functioning from EI entry to exit. Monitoring, identifying, and addressing SEB problems and competencies may optimize developmental outcomes for young children with developmental delays and disabilities.

这项研究探讨了社会情感和行为 (SEB) 问题和能力如何影响参与 C 部分早期干预 (EI) 的儿童的发育功能变化，该项目是一项美国项目，旨在支持发育迟缓和残疾的幼儿。该样本包括 2011 年至 2019 年期间加入 EI 的 1,055 名儿童（加入 EI 时的平均年龄 = 17 个月；64% 为男性；72% 为边缘化种族和民族背景）。从行政记录中提取的标准化发展评估描述了进入和退出 EI 时的发展功能，并且家长报告了 SEB 功能。分层回归分析表明，SEB 问题和能力在预测从 EI 进入到退出的发展功能变化方面相互作用。监测、识别和解决 SEB 问题和能力可以优化发育迟缓和残疾幼儿的发育结果。