A wealth of interdisciplinary research on early childhood development by the neurobiological, behavioral, and social sciences has occurred in the past 100 years. The findings from this research have led to an understanding and appreciation of the importance of early life experiences, the centrality of relationships in early childhood to support positive development, the complexity of social skills that are learned in early childhood and their long-term effect on adult success and well-being, and the ability to impact the trajectory of children’s development with effective early intervention. The New York State Early Intervention Program (NYSEIP) is one of the largest State Early Intervention Programs in the US, and is one of the largest service delivery systems in the New York State Department of Health (NYSDOH). From July 1, 1993 to June 30, 2014, there have been nearly one million children referred, almost 900,000 children evaluated, and more than 170 million early intervention services have been provided to over 550,000 eligible children and their families at a cost of over $10 billion.
Under federal and state statute, NYSEIP must ensure that there are no systemic barriers related to race, ethnicity, gender, and location to accessing NYSEIP; ensure that there are adequate early intervention service providers across the state to serve eligible children and their families; and promote the social-emotional development of young children who have received early intervention services. Systematic evaluations of these three areas have not been performed. This dissertation used a research-based methodology to analyze NYSEIP data with the goal of evaluating the program and developing frameworks to inform NYSDOH policies and initiatives in these critical areas.
|Commitee:||Boscoe, Francis, DiRienzo, A. Gregory, Noyes, Donna M., Weller, Wendy|
|School:||State University of New York at Albany|
|School Location:||United States -- New York|
|Source:||DAI-B 77/05(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Public policy, Epidemiology|
|Keywords:||Accessibility, Early intervention, Eligibility, Infants, New York, Program evaluation, Social-emotional development, Toddlers|
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