Improving Systems, Practices and Outcomes

Early Identification

Topic Editor: Evelyn Shaw

Most recent additions to this page:

  • Promoting Optimal Development: Screening for Behavioral and Emotional Problems (Pediatrics, published online January 26, 2015, doi: 10.1542/peds.2014-3716). American Academy of Pediatrics (AAP) - This report reviews the prevalence of behavioral and emotional disorders in children and discusses factors affecting the emergence of such problems; the importance of screening and intervention; barriers to screening and strategies to overcome those barriers; and potential changes at the practice and systems level to facilitate successful behavioral and emotional screening. It includes an appendix highlighting screening instruments that can be used in primary care settings for different age groups, including young children aged 0-5.
  • Tools and Resources for Identifying All English Learners (January 2015) - This toolbox was developed by the U.S. Department of Education's Office of English Language Acquisition (OELA) to help state and local education agencies in meeting their obligations to English Learners (ELs), including preschool-age children. It should be used in conjunction with joint guidance from Ed's Office for Civil Rights (OCR) and the U.S. Department of Justice (DOJ) reminding states, school districts and schools of their legal obligations to English learners under civil rights laws and other federal requirements. The guidance includes information on evaluating English learners for special education services.
  • Dear Colleague Letter on Meeting the Communication Needs of Students with Hearing, Vision, or Speech Disabilities (November, 12, 2014) U.S. Department of Education, Office of Special Education Programs (OSEP). See also, the accompanying Fact Sheet and Frequently Asked Questions.
  • Birth to 5: Watch Me Thrive!, a national interagency developmental and behavioral screening initiative, was launched on March 27, 2014 with the release of a compendium of research-based screening tools, "User's Guides" for multiple audiences, an electronic package of resources for follow-up and support, and a Screening Passport for Families for keeping track of screenings, results, and follow up steps, as well as coordinate information with multiple providers to support interventions and services.

Overview to Early Identification and Child Find

Part C Eligibility

Part B/Section 619 Eligibility

Public Awareness and Referral

Early Identification of Culturally and Linguistically Diverse Young Children with Disabilities

Screening, Evaluation and Assessment


Evaluation and Assessment

State Guidance

Early Identification of Specific Disabilities and Children At-Risk

Children with Substantiated Abuse and Neglect (Child Abuse Protection and Treatment Act or CAPTA)

Links on this site are verified monthly. This page content was last updated on 2015-03-01 AML

Early Childhood Technical Assistance Center

  • CB 8040
  • Chapel Hill, NC 27599-8040
  • phone: 919.962.2001
  • fax: 919.966.7463
  • email:

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

  • FPG Child Development Institute
  • OSEP's TA&D Network:IDEAs that Work