Early Identification and Measurement / LTSAE
Early intervention helps children improve their abilities and learn new skills. Intervention is likely to be more effective when it is provided earlier in life rather than later.
“If it’s autism, waiting for a child to ‘catch up on his own’ just won’t work. Acting early can help a child communicate, play, and learn from the world now and for the future. It can also prevent frustration—so common in children with communication difficulties—from turning into more difficult behaviors.” Pennsylvania clinical psychologist
The connections in a baby’s brain are most adaptable in the first three years of life. These connections, also called neural circuits, are the foundation for learning, behavior, and health. Over time, these connections become harder to change.1
“The earlier developmental delays are detected and intervention begins, the greater the chance a young child has of achieving his or her best potential.” Georgia pediatrician
View publications from the CLD team focused on this research topic:
- Moore, D.#, Baggett, K., & Barger, B.* (2020, in press). Measuring parent-mediated support of social communication among toddlers with autism: A systematic review. Journal of Psychosocial Intervention.
- Gregory, C.#, Graybill, E., Barger, B.*, Roach, A., & Lane, K. (2020, in press). Predictive validity of the Student Screening Scale for Internalizing and Externalizing (SRSS-IE) scores. Journal of Emotional and Behavioral Disorders.
- Graybill, E., Self-Brown, S., Lai, B., Vinoski, E., McGill, T., & Crimmins, D. (2016). Addressing disparities in parent education: Examining the effects of the Learn the Signs. Act Early. parent education materials on parent outcomes. Early Childhood Education Journal, 44(1), 31-38. doi: 10.1007/s10643-014-0680-3
- Chodron, G., Barger, B.*, Pizur-Barkenow, K., Viehwhig, S., & Puk-Ament, A. (2020, in press). Impact of “Watch Me!” training on childcare professionals’ knowledge and attitudes about monitoring development to identify and refer for delay. Maternal and Child Health Journal.
- Bracken, D.#, Leroux, A., & Barger, B. (2020, in press). Did Medicaid expansion decrease disparities for receipt of preventive medical care among vulnerable children? International Journal of Child Health and Human Development. To be reprinted in Child environmental health disparities: Looking at the present and facing the future (Eds. Rubin, L. & Merick, J.) Nova Science: NY.
- Jones, C.#, Graybill, E., Barger, B.* & Roach, A. (2020). Examining the predictive validity of behavior screeners across measures and respondents. Psychology in the Schools, 57(6), 923-936.
- Graybill, E., Roach, A. & Barger, B.* (2020). Factor structure of the self-report Strength and Difficulties Questionnaire in a diverse U.S. sample. Journal of Psychopathology and Behavioral Assessment.
- Kira, I., Barger, B.*, Shuwiekh, H., Kucharska, J. & Al-Huwailah, A. (2020). The threshold non-linear model for effects of cumulative stressors and traumas: A chained cusp catastrophe analysis. Psychology, 11, 385-403.
- Barger, B., Moody, E., Hepburn, S., Ledbetter, C., & Rosenberg, S. (2019). Temperament factor structure differences in children with and without autism. Journal of Autism and Developmental Disorders, 49(5),1749-1762.
- Wiggins, L., Barger, B.*, Moody, E., Rosenberg, S., Norbert, X., & Levy, S. (2019). ADOS calibrated score outperforms ADOS total or degree of impairment scores. Journal of Autism & Developmental Disorders, 1-6.
- Wiggins, L., Rice, C., Barger, B.*, et al. (2019). DSM-5 criteria for Autism Spectrum Disorder maintains diagnostic sensitivity and improves diagnostic specificity in preschool children. Social Psychiatry and Psychiatric Epidemiology, 54(6), 693-701.
- Barger, B., Squires, J., Greer, M., Noyes-Grosser, D., Eile, J. M., Rice, C., … & Zubler, J. (2019). State variability in diagnosed conditions for IDEA Part C eligibility. Infants & Young Children, 32(4), 231-244.
- Chödrön, G., Pizur-Barnekow, K., Viehweg, S., Puk-Ament, A., & Barger, B.* (2019). Childcare providers’ attitudes, knowledge, and practice related to developmental monitoring to promote early identification and referral. Early Child Development and Care, 1-15.
- Kira, I., Barger, B.*, Shuwiekh, H., Kucharska, J., & Al-Huwailah, A. H. (2019). Cumulative stressors and traumas and suicide: A non-linear cusp dynamic systems model. Psychology, 10, 1999-2018.
- Barger, B., Rice, C., Wolf, B. & Roach, A. (2018). Better together: Developmental screening and monitoring best predict Part C early intervention receipt. Disability and Health Journal 11(3) 420-426.
- Barger, B., Rice, C., Simmons, C. A. & Wolf, R. (2018). A systematic review of Part C early identification studies. Topics in Early Childhood Special Education, 38(1), 4-16.
- Barger, B., Rice, C. & Roach, A. (2018). Socioemotional developmental surveillance in young children: Monitoring and screening best identify young children that require mental health treatment. Child and Adolescent Mental Health 23(3), 206 – 213.
- Barger, B., Rice, C. & Roach, A. (2018). Response to Foreman’s commentary on socio-emotional surveillance in preschoolers. Child and Adolescent Mental Health 23(3), 217 – 219. Invited commentary in response to Foreman, D. M. (2018). Commentary: Detecting unmet mental health needs in preschool children–A commentary on Barger et al. (2018). Child and Adolescent Mental Health, 23(3), 214-216.
- Barger, B., Moreno, G.#, & Roach, A. (2017). Caretaker awareness of health care provided developmental screening: Increases from 2007 to 2012. Maternal and Child Health Journal 21(12), 2169 – 2177.
- Barger, B., Campbell, J., & Simmons, C. (2017). The relationship between regression in autism spectrum disorder, epilepsy, and atypical epileptiform EEGs: A meta-analytic review. Journal of Intellectual & Developmental Disability, 1-16.
- Barger, B. (2017). The Five Factor Personality Inventories- Children. In Encyclopedia of Personality & Individual Differences. Zeigler-Hill, V. and Shackelford, T. (EdS).
- Barger, B., Campbell, J., & Simmons, C. (2016). The Five Factor Personality model in children with ASD during middle childhood. Focus on Autism & Other Developmental Disabilities, 31(3), 174-183.