Predicting Future Special Education Eligibility from Developmental Assessment of Young Children (DAYC) Scores
School of Education
Doctor of Education (EdD)
Achievement, Developmental Delay, Early Childhood, Evaluation, Preschool, Special Education
Education | Educational Psychology | Special Education and Teaching
Shaw Tripp, Helen E., "Predicting Future Special Education Eligibility from Developmental Assessment of Young Children (DAYC) Scores" (2015). Doctoral Dissertations and Projects. 1023.
This quantitative non-experimental correlational study used logistic regression and archival data to examine the relationship between scores obtained by children at age three on the Developmental Assessment of Young Children (DAYC) rating scale and later special education eligibility status. The purpose of this study was to determine if DAYC scores can predict future special education eligibility as defined by the criteria of the State of Tennessee Department of Education and thereby provide a tactic for early identification and intervention. The 74 participants were students from a small, rural, high-poverty school district who were initially evaluated at age three using the DAYC and who were subsequently re-evaluated three years later. Students were originally rated by parents and teachers and later evaluated by licensed school psychologists using state-approved testing procedures and special education eligibility standards.