Examination of two early intervention screeners to predict identified disability by third grade

Special education evaluation is a critical access point for the identification of students with a disability. However, it remains unclear which children will qualify for services in the educational setting under the requirements set forth in the Individuals with Disability Education Act (IDEA, 2004). The current study uses a linear regression model and archival data to examine the relationship between scores obtained by students on the Preschool Language Scales, Fifth Edition (PLS-5) and Brigance Early Childhood Screener (BECS) during preschool and later special education eligibility status. The purpose of this study is to determine if the PLS-5 and BECS scores can predict future special education eligibility as defined by the IDEA(2004) and thereby provide a method for early identification of students needing academic intervention as soon as possible to prevent the need for future eligibility in special education. The participants were students from two public school districts in a county in Indiana who were initially evaluated with the PLS-5 and BECS by a licensed speech language pathologist and special education teacher during preschool and were subsequently re-evaluated by third grade by a licensed school psychologist using stateapproved testing procedures and special education eligibility standards.