Studying the Early Identification of Children’s Developmental Disabilities
Current estimates are that as many as 15 percent of U.S. children meet the definition for having a developmental disability. Increasing biologic and experiential evidence points to the importance of identifying these developmental concerns as early as possible. This paper explores two questions: Over the past two decades, what have we learned about the early identification of children’s developmental disabilities? From a research point of view, what more do we need to do to advance the practice of early identification?