Early detection efforts have been shown to vary greatly in practice, and there is a general lack of systematic accountability built into monitoring early detection effort impact. This article reviews current early detection practices and the drawbacks of these practices, with particular attention given to prevalent issues of mismeasurement, misuse, and mismanagement across the Child Find system under Individuals With Disabilities Education Act (IDEA). The benefits of a nationally recognized research and/or consensus-driven “baseline definition” for which children should be deemed Early Intervention (EI) or Early Childhood Special Education (ECSE) eligible are discussed. Recommendations are provided to better identify and serve young children with developmental-behavioral problems (as well as their families), and to cultivate more cohesive standards for professional practice in referring children for appropriate medical, social, and educational services.

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