The U.S. Department of Education’s Office of Special Education Programs (OSEP) should change the way it evaluates state early intervention programs for infants and toddlers with developmental delays, according to research from the Colorado School of Public Health.
In a study published in the American Journal of Evaluation, researchers from the Colorado School of Public Health show that the evaluation method OSEP uses to gauge effectiveness of early intervention (EI) programs for children under three years of age is scientifically invalid and produces misleading results.
“Millions of dollars and thousands of hours have been put into the OSEP evaluation process and states are being encouraged to use the child outcome results produced by this design to inform their efforts at quality improvement,” said Dr. Steven Rosenberg, lead author and associate professor of psychiatry at the University of Colorado School of Medicine at the CU Anschutz Medical Campus in Aurora. “Neither the states nor OSEP seem to understand that the results of their evaluation process should not be used to assess the quality of early intervention services.”
Read the full story in CU Anschutz Today.