Study Advances the Science on Early Intervention Programs for Children with Moderate to Severe Developmental Delays or Disabilities

Children who received Early Intervention (EI) services before age 3 were more likely to meet third-grade academic standards in math and English language arts (ELA), according to a new study by researchers at Columbia University Mailman School of Public Health and the New York City Health Department. The findings are published in JAMA Network Open.

While prior research has documented the benefits of targeted developmental therapies, few studies have examined the long-term academic impact of EI services provided under Part C of the Individuals with Disabilities Education Act (IDEA)—the federal grant program to aid states in implementing a system of early intervention services for infants and toddlers with developmental delays and disabilities. This study is among the first to offer population-level evidence that EI participation is associated with measurable improvements in later school performance.

“Our findings demonstrate that Early Intervention Programs have quantifiable academic benefits for children with moderate to severe developmental delays or disabilities living in a large urban center,” said Jeanette Stingone, PhD, assistant professor of Epidemiology at Columbia Mailman School of Public Health. “This study provides strong, population-level evidence that investments in Early Intervention are not only beneficial for children and families, but also for educational systems and communities. As policymakers consider funding priorities, these findings underscore that supporting children early can translate into measurable academic gains years later.”

“This research demonstrates what we already know to be true—Early Intervention has lasting positive impacts for children with developmental delays,” said Lidiya Lednyak, Acting Deputy Commissioner of Family and Child Health, and Assistant Commissioner for the Bureau of Early Intervention. “The New York City Health Department is committed to supporting healthier, more equitable futures for children and families. Evidence-based programs like EI create a solid foundation for lifelong learning and development.”

The researchers analyzed linked public health and education records for 214,370 children born in New York City between 1994 and 1998 who had third-grade test data. Of these, 13,022 children (6 percent) received EI services before age 3. Using matched administrative records and regression analyses, the team compared standardized test scores and the likelihood of meeting grade-level standards between children who did and did not receive EI services.

Children who received EI had higher English language arts test scores and were more likely to meet academic standards in both math and English. The strongest associations were observed among children who later required special education services. In this group, those who had received EI were 28 percent more likely to meet ELA standards and 17 percent more likely to meet math standards compared to peers who had not received EI.

Benefits were particularly pronounced among Latino/a children—especially those whose  mothers were born outside the United States—as well as among children from lower socioeconomic backgrounds, including those whose mothers had lower educational attainment or were enrolled in Medicaid at the time of delivery.

Third grade represents a key developmental milestone, when students transition from “learning to read” to “reading to learn.” The findings suggest that EI may provide foundational skills that strengthen later educational supports and underscore the importance of continued investment in early intervention services.

The study’s strengths include its large, population-based sample and the linkage of EI and New York City Department of Education records—systems that are typically separate. The authors note that some subgroup findings should be interpreted cautiously, but overall they support continued investment in EI services and strong transitions from Early Intervention to school-based programs.

“Early childhood represents a critical window of opportunity,” Stingone said. “By identifying developmental delays early and connecting families to services, we can help set children on a stronger academic trajectory. These findings reinforce the importance of sustaining and strengthening Early Intervention programs so that all children—regardless of background—have the opportunity to thrive in school and beyond.”

In an accompanying commentary, researchers at the University of California, Davis write that the study by Stingone and colleagues provides timely and compelling evidence that Early Intervention programming is associated with improved educational outcomes at the population level.

The commentators note that the academic benefits associated with EI may be even greater today, as tools for identifying and supporting children with developmental disabilities have improved since the study period. 

The NYC Health Department administers the Early Intervention Program across the five boroughs. Approximately 30,000 infants and toddlers suspected of having a developmental delay or disability are referred to the New York City program each year. Early Intervention services are free and are delivered to eligible children regardless of race, ethnicity, income or immigration status.For more information on the Health Department's Early Intervention Program, visit www1.nyc.gov/site/doh/health/health-topics/early-intervention.