Christine E. F. Delgado

Research Assistant Professor, Child Division
PI, Children's Registry and Information System
University of Miami, 1999

Children with developmental disabilities: risk factors, outcomes, service provision. Reproductive health awareness and education.

Research Interests

Preschoolers with Disabilities

Early identification is a critical step in maximizing the potential of children with disabilities. My research is designed to examine the effectiveness of early identification and intervention processes.
Currently, I am interested in the following general research questions:
1) What factors place children at risk for developmental disabilities?
2) What are the long-term outcomes for preschool children with developmental disabilities?
3) How are sociodemographic factors related to the early identification of children with disabilities?

The data necessary to conduct this research is obtained by linking information from several statewide datasets including birth records, preschool disability records from the Children's Registry and Information System, and public school records.

Identification of the most effective methods of finding, screening, and evaluating children with disabilities will allow state and federal agencies to better allocate funds in order to maximize the quality of services provided while reducing the resources necessary to identify these children.

Reproductive Health Awareness and Education
I also study issues related to birth defects and other adverse pregnancy outcomes such as low birth weight and prematurity. Specifically, I am interested in maternal health, behaviors, and exposures that are closely linked to the health and well being of babies. This line of research involves evaluating women's existing knowledge about pregnancy and the factors that positively and negatively affect pregnancy as well as identifying and implementing methods for effectively disseminating related information to young women.

Course Information

PSY203: Child and Adolescent Development
This course will provide students with an overview of child and adolescent development. Methods for obtaining information about development will be covered. Discussion of development will be organized by topic and will cover aspects of physical, cognitive, and social development from conception through adolescence. The interactive effects of both genes and the environment on the developing child will be discussed throughout the course.

PSY341: Psychology of Social and Emotional Development
This course will provide students with an overview of social and emotional development. We will focus on the biological and environmental factors that influence social and emotional development in children. Theories and research related to social and emotional development will also be discussed. Students will learn through lectures, class presentations, and completion of assignments.

PSY481: Special Topics in Psychology - Preconception Health and Prenatal Development
This course provides students with a detailed understanding of prenatal development including conception, embryonic and fetal development, and birth. The effects and interplay of genetic and environmental factors on the health and well-being of the developing baby will be discussed throughout the course. The important role of preconception and prenatal care will also be discussed.

Selected References

Delgado, C. F. (2009). Fourth grade outcomes of children with a preschool history of developmental disability. Education and Training in Developmental Disabilities, 44, 573-579.

Delgado, C. F. (2008). Undergraduate student awareness of issues related to preconception health and pregnancy. Maternal & Child Health Journal, 12, 774-782.

Delgado, C. E. F., Messinger, D. S., & Yale, M. (2002). Infant responses to direction of parental gaze: A comparison of two still-face conditions. Infant Behavior and Development, 25 (3), 311-318

Delgado, C. E. F., Mundy, P., Crowson, M., Markus, J., Yale, M., & Schwartz, H. K. (2002). Responding to joint attention and language development: A comparison of target locations. Journal of Speech, Language, and Hearing Research, 45 (4), 1715-1719.

Delgado, C. E. F., & Scott, K. G. (2006). Comparison of referral rates for preschool children at risk for disabilities using information obtained from birth certificate records. The Journal of Special Education, 40, 28-35.

Delgado, C. E. F., Vagi, S. J., & Scott, K. G. (2005). Early risk factors for speech and language impairments. Exceptionality, 13, 173-191.

Delgado, C. E. F., Vagi, S. J., & Scott, K. G. (2006). Tracking preschool children with developmental delay: Third grade outcomes. American Journal on Mental Retardation, 111, 299-306.

Delgado, C. E. F., Vagi, S. J., & Scott, K. G. (2007). Identification of early risk factors for developmental delay. Exceptionality, 15, 119-136.

Scott, M. S., & Delgado, C. F. (2003). Using educational placement in third grade to select and validate a preschool screening measure. Psychology in the Schools, 40(6), 565-582.

Scott, M. S., & Delgado, C. F. (2005). Identifying cognitively gifted minority students in preschool. Gifted Child Quarterly, 49, 199-210.

Scott, M. S., & Delgado, C. F. (2006). Predicting poor achievement in early grade school using kindergarten scores on simple cognitive tasks. Education and Training in Developmental Disabilities, 41, 37-47.

Scott, M. S., Delgado, C. F., Tu, S., Fletcher, K. L. (2005). Selecting and validating tasks from a kindergarten screening battery that best predict third grade educational placement. Education and Training in Developmental Disabilities, 40, 377-389.