Early intervention services linked to improved academic outcomes

Data published in JAMA Network Open has indicated academic benefits later in childhood among children receiving early intervention (EI) services for moderate to severe developmental delays or disabilities when aged less than 3 years.¹

Developmental disabilities were identified in 10.6% of children aged 3 to 5 years between 2009 and 2017, highlighting the need for additional monitoring and resource allocation to support these patients.¹ Data has indicated parent-implemented early language interventions improve language outcomes in children with developmental delays.²

“Given clinicians’ key role in identifying and referring children with delays, health care practitioners must be aware of EI services and confident in their effectiveness,” wrote investigators. “Strong methodologic research documenting the effectiveness and continued need for these partially federally supported programs is especially important.”

Assessment of academic outcomes

The study was conducted to evaluate third-grade academic achievement among patients utilizing New York City (NYC) EI services when aged under 3 years. Children born or living in NYC between January 1, 1994, and December 31, 2004, were eligible for inclusion.

In the third grade, NYC students attending public schools received standardized tests in math and English language arts (ELA) as part of standard education protocols. Raw scores were categorized as exceed, meet, do not meet, or exceedingly do not meet curricula-based standards.

Children with a substantial delay in 1 of 5 developmental areas, moderate delay in at least 2, or a qualifying condition with great odds of developmental delay were eligible to receive EI services. EI service reception was determined by receipt of any EI core service within 36 months after birth.

These services included physical therapy, occupational therapy, speech therapy, and special instruction. A patient’s odds of receiving EI services were reported through propensity scores developed using a set of measured variables, including maternal and child characteristics.

Academic outcomes associated with EI participation

There were 214,370 children included in the final analysis, 6.1% of whom received EI services. Of patients receiving services, 34.6% were female and 65.4% male, while 34.8% of mothers were Black, 42.3% Hispanic, 17.3% White, and 5.6% another race or ethnicity.

Greater incidences of meeting test-based standards were reported among children with increased odds of receiving EI services, with an incidence ratio of 1.08 for math and 1.09 for ELA. Additionally, these ratios were 1.17 and 1.28 for those who needed special education services and received EI.

In the subpopulation who did not need special education later in childhood, math and ELA test scores did not differ between those who received EI and those who did not. However, an association between EI and both math and ELA test scores was reported among Hispanic mothers, with estimates of 0.057 and 0.073, respectively.

Implications

Maternal factors linked to greater benefits in children included enrollment in Medicaid at delivery and reduced educational attainment. Overall, the results indicated tangible academic benefits for recipients of EI services.

“Future research should investigate aspects of EI services among individuals with different diagnoses and delays to increase knowledge on the most beneficial service plans for children with differing needs,” wrote investigators.

References

1. Stingone JA, McVeigh KH, Lednyak L. Early intervention developmental programming and childhood academic outcomes. JAMA Netw Open. 2026;9(2):e2555890. doi:10.1001/jamanetworkopen.2025.55890
2. Zablotsky B, Black LI, Maenner MJ, et al. Prevalence and trends of developmental disabilities among children in the United States: 2009-2017. Pediatrics. 2019;144(4):e20190811. doi:10.1542/peds.2019-0811