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School-age special education outcomes of infants and toddlers investigated for maltreatment

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  • Scarborough, Anita A.
  • McCrae, Julie S.

Abstract

Examination of a nationally representative, longitudinal study of infants and toddlers investigated for maltreatment reveals disproportionate representation of teen mothers, fair/poor health, poverty, and being African-American. Infants are more likely to have special needs reported, subst`ance abusing caregivers, low-quality home environment, out-of-home placement, physical neglect, and substantiated maltreatment. At school-age, approximately one-fifth of all investigated infants and toddlers have an Individualized Education Program (IEP), indicating special education placement. Early characteristics associated with having an IEP include poverty, boys, fair/poor health, and low language scores. Hispanic children and those investigated for physical or sexual abuse were less likely to have an IEP. At school-age, infants had lower Woodcock-Johnson-III math subtests scores, whereas toddlers had lower reading comprehension performance.

Suggested Citation

  • Scarborough, Anita A. & McCrae, Julie S., 2010. "School-age special education outcomes of infants and toddlers investigated for maltreatment," Children and Youth Services Review, Elsevier, vol. 32(1), pages 80-88, January.
    • Handle: RePEc:eee:cysrev:v:32:y:2010:i:1:p:80-88
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    References listed on IDEAS

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    1. Christina Paxson & Jane Waldfogel, 2002. "Work, Welfare, and Child Maltreatment," Journal of Labor Economics, University of Chicago Press, vol. 20(3), pages 435-474, July.
    2. Magura, Stephen & Laudet, Alexandre B., 1996. "Parental substance abuse and child maltreatment: Review and implications for intervention," Children and Youth Services Review, Elsevier, vol. 18(3), pages 193-220.
    3. Wolock, Isabel & Sherman, Patricia & Feldman, Leonard H. & Metzger, Barbara, 2001. "Child abuse and neglect referral patterns: A longitudinal study," Children and Youth Services Review, Elsevier, vol. 23(1), pages 21-47, January.
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    2. Vanderzee, Karin L. & Pemberton, Joy R. & Conners-Burrow, Nicola & Kramer, Teresa L., 2016. "Who is advocating for children under six? Uncovering unmet needs in child advocacy centers," Children and Youth Services Review, Elsevier, vol. 61(C), pages 303-310.
    3. Kirkøen, Benedicte & Engell, Thomas & Follestad, Ingvild B. & Holen, Solveig & Hagen, Kristine Amlund, 2021. "Early academic struggles among children with home-based support from child welfare services," Children and Youth Services Review, Elsevier, vol. 131(C).
    4. Gee, Kevin A., 2020. "Predictors of special education receipt among child welfare-involved youth," Children and Youth Services Review, Elsevier, vol. 114(C).
    5. Karatekin, Canan & Hong, Saahoon & Piescher, Kristine & Uecker, Jill & McDonald, Jeff, 2014. "An evaluation of the effects of an integrated services program for multi-service use families on child welfare and educational outcomes of children," Children and Youth Services Review, Elsevier, vol. 41(C), pages 16-26.
    6. Haight, Wendy & Kayama, Misa & Kincaid, Tamara & Evans, Kelly & Kim, Nam Keol, 2013. "The elementary-school functioning of children with maltreatment histories and mild cognitive or behavioral disabilities: A mixed methods inquiry," Children and Youth Services Review, Elsevier, vol. 35(3), pages 420-428.
    7. Evelyne C. P. Offerman & Michiel W. Asselman & Floor Bolling & Petra Helmond & Geert-Jan J. M. Stams & Ramón J. L. Lindauer, 2022. "Prevalence of Adverse Childhood Experiences in Students with Emotional and Behavioral Disorders in Special Education Schools from a Multi-Informant Perspective," IJERPH, MDPI, vol. 19(6), pages 1-28, March.

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