A Scoping Review of Part C Early Intervention for Children with Significant Support Needs.
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| Title: | A Scoping Review of Part C Early Intervention for Children with Significant Support Needs. |
|---|---|
| Authors: | Williams, Crystal S.1 crysswill.94@gmail.com, Gullion, Lily2, Cuevas Dias, Renae3 |
| Source: | Research & Practice for Persons with Severe Disabilities. Sep2025, Vol. 50 Issue 3, p219-235. 17p. |
| Subject Terms: | *Children with disabilities, *Early intervention (Education), *ERIC (Information retrieval system), *Language acquisition, Research funding, Evaluation of human services programs, United States. Individuals with Disabilities Education Act, Systematic reviews |
| Geographic Terms: | United States |
| Abstract: | This scoping review analyzes empirical research studies focused on Early Intervention (EI) services, covered under Part C of the Individuals with Disabilities Education Act in the United States, for children birth-to-3 years old with significant support needs (SSNs). The purposes were to gauge the landscape of literature in this area, understand the ways researchers describe and define the population of children with SSNs, and identify participant outcomes. Inclusion criteria focused on both the explicit mention of child participants receiving Part C EI services and having SSNs. This review revealed various study designs ranging from program evaluations to a randomized control trial. Results include an identification of participant categories, the nuanced ways in which SSNs are described, and outcomes across studies. We emphasize the need for consistent language and identification of children with SSNs and suggest additional studies focused on child outcomes. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186807142 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Scoping Review of Part C Early Intervention for Children with Significant Support Needs. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Williams%2C+Crystal+S%2E%22">Williams, Crystal S.</searchLink><relatesTo>1</relatesTo><i> crysswill.94@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Gullion%2C+Lily%22">Gullion, Lily</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Cuevas+Dias%2C+Renae%22">Cuevas Dias, Renae</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+%26+Practice+for+Persons+with+Severe+Disabilities%22">Research & Practice for Persons with Severe Disabilities</searchLink>. Sep2025, Vol. 50 Issue 3, p219-235. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+intervention+%28Education%29%22">Early intervention (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22ERIC+%28Information+retrieval+system%29%22">ERIC (Information retrieval system)</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+of+human+services+programs%22">Evaluation of human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%2E+Individuals+with+Disabilities+Education+Act%22">United States. Individuals with Disabilities Education Act</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This scoping review analyzes empirical research studies focused on Early Intervention (EI) services, covered under Part C of the Individuals with Disabilities Education Act in the United States, for children birth-to-3 years old with significant support needs (SSNs). The purposes were to gauge the landscape of literature in this area, understand the ways researchers describe and define the population of children with SSNs, and identify participant outcomes. Inclusion criteria focused on both the explicit mention of child participants receiving Part C EI services and having SSNs. This review revealed various study designs ranging from program evaluations to a randomized control trial. Results include an identification of participant categories, the nuanced ways in which SSNs are described, and outcomes across studies. We emphasize the need for consistent language and identification of children with SSNs and suggest additional studies focused on child outcomes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/15407969251324476 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 219 Subjects: – SubjectFull: Children with disabilities Type: general – SubjectFull: Early intervention (Education) Type: general – SubjectFull: ERIC (Information retrieval system) Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Research funding Type: general – SubjectFull: Evaluation of human services programs Type: general – SubjectFull: United States. Individuals with Disabilities Education Act Type: general – SubjectFull: Systematic reviews Type: general – SubjectFull: United States Type: general Titles: – TitleFull: A Scoping Review of Part C Early Intervention for Children with Significant Support Needs. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Williams, Crystal S. – PersonEntity: Name: NameFull: Gullion, Lily – PersonEntity: Name: NameFull: Cuevas Dias, Renae IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 15407969 Numbering: – Type: volume Value: 50 – Type: issue Value: 3 Titles: – TitleFull: Research & Practice for Persons with Severe Disabilities Type: main |
| ResultId | 1 |
