Early identification

Abstract

Assumptions and practices in early identification of at-risk or high risk children are discussed from a developmental perspective. Content includes distinctions among risk categories, conceptual and measurement issues, influences on children's performance which affect early identification results, and the links between identification and services. Particular emphasis is given to the screening component of early identification programs because screening is widely practiced and affects large numbers of children. Six questions to be considered before implementing early identification programs are posed: How accurate is the screening system? Are the conditions of the screening adequate to ensure validity and reliability of findings? Does the level of inference drawn from screening data match the level of measurement employed? Are the specific procedures workable and efficient? Does the program provide for reasessment in order to document possible change? Does the identification lead to appropriate services? Given positive answers to these questions, we argue vigorously for the importance and value of early identification and prevention practices, suggesting that early identification be viewed as a comprehensive set of services, not just a test or assessment procedure.