Early Intervention Referral Outcomes for Children at Increased Risk of Experiencing Developmental Delays

Atkins, Kristi; Dolata, Jill; Blasco, Patricia M.; Saxton, Sage N.; Duvall, Susanne W.

doi:10.1007/s10995-019-02830-4

Cited by 10 publications

(9 citation statements)

References 47 publications

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“…In addition, participants reported collaboration and communication between EI professionals and services was a facilitator of access (cf. Atkins et al, 2020). For the past four decades there have been significant developments moving away from fragmented service systems (i.e., with multiple agencies working autonomously) toward achieving a more comprehensive and coordinated service system for EI in the United States (Harbin et al, 2000).…”

Section: Discussionmentioning

confidence: 99%

Families’ Access to Early Intervention and Supports for Children With Developmental Disabilities

Sapiets

Hastings

Stanford

et al. 2022

Journal of Early Intervention

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Early intervention (EI) provision is critical for families who have children with developmental disabilities (DD), but existing evidence suggests accessing EI is not always straightforward. The purpose of this study was to provide a comprehensive description of access to various EI supports (e.g., professionals, services, interventions) for families of young children with suspected or diagnosed DD across the United Kingdom and to investigate perceived ease of access to support, unmet need for support, and barriers and facilitators of access to support. Overall, 673 parental caregivers of children aged 0 to 6 years with suspected or diagnosed DD (e.g., developmental delay, intellectual disability, autism) completed our survey anonymously. Across education, health, and social care, services accessed the most were pediatrics ( N = 569, 84.5%), speech and language ( N = 567, 84.2%), and general medical practice ( N = 530, 78.8%). However, only 18.9% ( N = 127) accessed packaged interventions. More than three-quarters ( N = 508, 75.5%) reported an unmet need for early support, indicating a mismatch between the availability and capacity of services and demand for support. Parents also reported common barriers (e.g., obstructive services and unhelpful professionals) and facilitators (e.g., supportive and competent professionals, enabling parent factors) of access. Implications for policy, practice, and research are discussed.

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Section: Discussionmentioning

confidence: 99%

Families’ Access to Early Intervention and Supports for Children With Developmental Disabilities

Sapiets

Hastings

Stanford

et al. 2022

Journal of Early Intervention

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“…Motor skills in early infancy can predict the development of infants' subsequent communication ability, and also reflect the strength of learning ability to a certain extent ( 19 ). Considering the plasticity of young brain, early detection and early intervention is more effective than post-remedies ( 20 ). Therefore, it is especially important to take effective early intervention to prevent and improve neurodevelopmental outcomes in children.…”

Section: Discussionmentioning

confidence: 99%

Impact of SARS-CoV-2 Infection During Pregnancy on Infant Neurobehavioral Development: A Case-Control Study

Cheng¹,

Teng

Xiao

et al. 2021

Front. Pediatr.

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Background: Previous studies on the pneumonia outbreak caused by the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) have focused on the general population and pregnant women, while little is known about the effects of SARS-CoV-2 on retardation during and after pregnancy. The purpose of this study was to evaluate the potential influence of SARS-CoV-2 on infant neurobehavioral development.Methods: A case-control study was conducted in Wuhan Maternal and Child Health Hospital, China. Nine pregnant women with SARS-CoV-2 infection and 9 controls matched by maternal age, parity, and status of chronic disease were included. Infantile neurobehavioral development was assessed through the Ages and Stages Questionnaires Edition 3 (ASQ-3).Results: The majority of pregnant women with SARS-CoV-2 experienced cesarean section (7 of 9), which was higher than the control group (5 of 9). The throat swabs of all newborn were negative. We found that compared with the control group, neonates of mothers with SARS-CoV-2 infection during pregnancy had lower scores in communication, gross movement, fine movement, problem solving, and personal-social domains; but only fine movement domain yielded statistical significance (P = 0.031).Conclusion: Infection with SARS-CoV-2 during pregnancy may have a certain impact on infant neurobehavioral development. Further studies with larger sample size are warranted for validation.

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“…While ECSE evaluation rates have not been documented, the evaluation rates in EI appear to vary widely across states. Data from Massachusetts, Pennsylvania, Colorado, and Oregon suggest that anywhere between 5% and 88% of children referred to EI are evaluated (Atkins et al, 2020; Clements et al, 2008; Conroy et al, 2018; Jimenez et al, 2014; McManus et al, 2020). After evaluation, eligibility for IDEA services is determined per state-established criteria.…”

Section: Disparities In Ei and Ecsementioning

confidence: 99%

Moving Through the Pipeline: Ethnic and Linguistic Disparities in Special Education from Birth Through Age Five

Cycyk

Anda

Ramsey

et al. 2022

Educational Researcher

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This study examined Oregon’s early intervention (EI) and early childhood special education (ECSE) pipelines as a function of children’s intersecting ethnicity and home language(s) with a focus on children from Latino/a backgrounds with communication disorders. We found differences in children’s referral source and age of referral, likelihood of evaluation and placement, and type of placement for conditions related to communication, including autism spectrum disorder and hearing impairment. Results showed differences in EI and ECSE; however, disproportionality appeared greatest among Spanish-speaking Latino/a children and non-Latino/a children who spoke languages other than English compared to non-Latino/a English-speaking counterparts. Our findings suggest that attending to children’s intersecting ethnicity and language backgrounds in referral, evaluation, and placement add nuance to examinations of disproportionality. Results also indicate that practices related to characterizing children’s communication disorders likely make substantial contributions to inequities in EI and ECSE. Precise identification of differences in service provision can lead to targeted policy and practice solutions to reduce structural barriers to care in EI/ECSE systems and improve equity, particularly as related to placement for children of color with communication concerns.

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Early Intervention Referral Outcomes for Children at Increased Risk of Experiencing Developmental Delays

Cited by 10 publications

References 47 publications

Families’ Access to Early Intervention and Supports for Children With Developmental Disabilities

Families’ Access to Early Intervention and Supports for Children With Developmental Disabilities

Impact of SARS-CoV-2 Infection During Pregnancy on Infant Neurobehavioral Development: A Case-Control Study

Moving Through the Pipeline: Ethnic and Linguistic Disparities in Special Education from Birth Through Age Five

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