Abstract
Early identification and intervention for children with developmental delays improves child outcomes, yet many children are not monitored, screened, or identified early despite its effectiveness. The relationship between the use of the Centers for Disease Control and Prevention’s “Learn the Signs. Act Early.” developmental monitoring program and referrals to intervention services is not well understood. This study investigated how “Learn the Signs. Act Early.” implementation practices within Massachusetts’ Head Start and Early Head Start agencies correlated with the rate of referrals to intervention services. Researchers utilized a non-experimental quantitative design. Secondary data on referral rates from Head Start and Early Head Start agencies, combined with a cross-sectional survey to understand developmental monitoring practices within Head Start and Early Head Start programs, was analyzed. Results indicated that developmental monitoring training was not significantly correlated with referral rates to intervention services. Despite high familiarity, surveyed agencies showed varying levels of “Learn the Signs. Act Early.” material implementation, training, and policy use. These findings indicate the need for universal developmental monitoring and screening policies for Head Start and Early Head Start programs to help improve access to critical early developmental services for young children.
Plain Language Summary
This study looked at how successful developmental monitoring training was. The training used the Centers for Disease Control and Prevention’s free “Learn the Signs. Act Early.” program. Researchers wanted to understand whether the training increased referrals to services. Results showed that the training did not change the number of referrals. Overall results of this study suggest that the Centers for Disease Control and Prevention’s Act Early Ambassadors re-consider training methods. The researchers of this study recommend focusing on policy change with Head Start administration.
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Recommended Citation
Livingston, Kayla; O'Donnell, Mary; and Barlow, Kate G.
(2026)
"Training on "Learn the Signs. Act Early." in Head Start and Early Head Start Shows Ineffective Without Supporting Implementation Policy,"
Developmental Disabilities Network Journal: Vol. 5:
Iss.
2, Article 4.
DOI: 10.59620/2694-1104.1126
Available at:
https://digitalcommons.usu.edu/ddnj/vol5/iss2/4
Included in
Accessibility Commons, Developmental Psychology Commons, Development Studies Commons, Disability Law Commons, Disability Studies Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Family and Consumer Sciences Commons, Other Social and Behavioral Sciences Commons, Personality and Social Contexts Commons, Social Justice Commons, Social Policy Commons
