Date of Award:
5-2006
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Psychology
Committee Chair(s)
Mark Innocenti
Committee
Mark Innocenti
Committee
Donna Gilbertson
Committee
Gretchen Gimpel
Abstract
From longitudinal data from 223 children with disabilities in Utah, variables collected at entry into Part C early intervention and Part B early childhood special education services were used to differentiate between children and to predict placement outcomes in elementary school. Scores on the Battelle Developmental Inventory, Vineland Adaptive Behavior Scale, Parenting Stress Index, Social Skills Rating System, number of hours mothers worked outside the home, and fathers ' education in years were differentiated between children who exited from and children who remained in special education. These same scores were also used to predict whether children would remain in or exit from special education services using discriminant analysis statistical procedures. The use of scores helped differentiate and predict placement for children who entered the original study in Part B preschool special education services.
Checksum
6764358045a6eb9f4d346a952d2dbc5e
Recommended Citation
Jesinoski, Mark Stanley, "Predicting School Placement Outcomes of Children with Disabilities Who Was Once Enrolled in Early Intervention" (2006). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 6247.
https://digitalcommons.usu.edu/etd/6247
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