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Using Survival Analysis to Describe Developmental Achievements of Early Intervention Recipients at Kindergarten

Scarborough, Anita A. PhD; Hebbeler, Kathleen M. PhD; Spiker, Donna PhD; Simeonsson, Rune J. PhD

Infants & Young Children:
doi: 10.1097/IYC.0b013e3182104a7e
Articles
Abstract

Survival analysis was used to document the developmental achievements of 2298 kindergarten children who participated in the National Early Intervention Longitudinal Study, a study that followed children from entry to Part C early intervention (EI) through kindergarten. Survival functions were produced depicting the percentage of children at kindergarten who attained age-grouped developmental milestones ranging from 1 to 12 months through over 60 months. Survival functions were compared on the basis of disability characteristics at entry to EI and kindergarten disability and special education status. Larger percentages of former EI recipients receiving special education in kindergarten and those entering EI with a diagnosed condition failed to achieve early milestones. The utility of survival analysis in presenting diverse developmental achievements is discussed.

Author Information

Author Affiliations: Frank Porter Graham Child Development Institute, Chapel Hill, North Carolina (Dr Scarborough); School of Education, University of North Carolina (Dr Simeonsson); and SRI International, Menlo Park, California (Drs Hebbeler and Spiker).

Correspondence: Anita A. Scarborough, PhD, Frank Porter Graham Child Development Institute, Chapel Hill, NC 27599 (Anita.Scarborough@gmail.com).

NEILS was conducted under a cooperative agreement (number H329E50001) to SRI International from the Office of Special Education Programs, US Department of Education. NEILS was a collaborative effort of SRI International, the Frank Porter Graham Child Development Institute at the University of North Carolina Chapel Hill, Research Triangle Institute, and the American Institutes for Research. Additional funding for these kindergarten analyses was provided by grant number R324A07064 from the National Center for Special Education Research (NCSER) of the Institute of Education Sciences (IES), US Department of Education. The authors thank Dave Gardner and R. J. Wirth of the Frank Porter Graham Child Development Institute and Cyndi Williamson of SRI International for their contributions to the analyses.

©2011Lippincott Williams & Wilkins, Inc.