Primary Care Physicians’ Knowledge of and Confidence in Their Referrals for Special Education Services in 3- to 5-Year-Old Children

Hastings, Elizabeth A.; Lumeng, Julie C.; Clark, Sarah J.

doi:10.1177/0009922813503036

Cited by 20 publications

(6 citation statements)

References 14 publications

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“…7 Given that providers often have difficulties tracking referrals and are frequently unfamiliar with the referral process itself, there are few second chances to address developmental delays when a first opportunity is missed. 8,9 If pediatric providers are to successfully screen and link children, research is clearly needed to determine where the process fails, starting with the provider talking to a family about a child's possible developmental delay and ending with the EI program communicating its findings back to the provider. A small number of qualitative studies with parents have examined their interactions with providers and the question of why they may not follow-up with a recommended EI or other specialty evaluation.…”

mentioning

confidence: 99%

Developmental Screening and Referrals: Assessing the Influence of Provider Specialty, Training, and Interagency Communication

Moore

Zamora

Gera

et al. 2017

Clin Pediatr (Phila)

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Previous studies have shown that different provider approaches, amount of familiarity with the referral and screening process, and level of interagency communication can increase or decrease the likelihood of caregivers completing a recommended referral to early intervention (EI). We surveyed 60 family practitioners and pediatricians at 2 primary care clinics to assess these factors. Pediatricians were more likely than family practitioners to report using, evaluating, and discussing the results of developmental screens. Providers with more experience and recent training expressed more confidence in their ability to describe the EI system to families. Most providers expressed a lack of confidence in their own agency to complete referrals or EI to provide follow-up. The knowledge gaps and communication problems identified in this study could serve as a basis for future interventional work.

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mentioning

confidence: 99%

Developmental Screening and Referrals: Assessing the Influence of Provider Specialty, Training, and Interagency Communication

Moore

Zamora

Gera

et al. 2017

Clin Pediatr (Phila)

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“…3,4 Primary care providers have also reported that they do not understand requirements for services and lack confidence in identifying children between 3 and 5 years of age who may be eligible for special education services (Part B of the Individuals with Disabilities Education Act). 5 Families referred for early intervention have reported a lack of information from providers on what early intervention is and how to obtain services, and this can result in families not following through once a referral is placed. 6 Such difficulties surrounding referrals potentially prevent or delay children's access to critical services.…”

mentioning

confidence: 99%

Early Intervention Before Autism Diagnosis in Children Referred to a Regional Autism Clinic

Monteiro

Dempsey

Broton³

et al. 2016

Journal of Developmental &Amp; Behavioral Pediatrics

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Despite concerns that long wait lists for diagnostic ASD evaluations may delay initiation of critical early interventions, our data indicate that most children are receiving early intervention services before their diagnostic ASD evaluations, particularly if an ASD diagnosis is confirmed. This may be attributable to increased awareness among primary care providers and families of the importance of early interventions. Further investigation into access to more intensive interventions (such as applied behavioral analysis) once an ASD diagnosis is established is warranted.

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“…They regularly see children in their early years and therefore have the opportunity to relate children with suspected developmental delay in their practice with appropriate services. However, physicians have acknowledged that they have a role in facilitating children's access to schoolbased special education services, but that they do not fully understand the eligibility requirements for these services, cannot rely on their knowledge or skills, and do not have the skills to identify children who may be eligible for special education services (32,33).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Child Development Knowledge Among Medical Students

Baysal

Doğan

ARSLAN

et al. 2023

Türkiye Çocuk Hast Derg

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Objective: With the developments in the world, a significant decrease in the death rates of chronic or fatal diseases causes the problems that affect the development of children to be seen more frequently. Physicians must be aware of the basic developmental stages and information of children during medical education for early diagnosis and intervention. This study aimed to determine the knowledge of medical students about child development. Material and Methods: A total of 482 3rd and 4th-year medical faculty students who did not take the Developmental Pediatrics lecture in the Department of Pediatrics of İnönü University Faculty of Medicine between 2018 and 2019 were included in the study. Our study included socio-demographic information and questions on “Caregiver Knowledge of Child Development Inventory”. Results: 227 (47.09%) 3rd year and 255 (52.90%) 4th-year students were included in the study. The mean Caregiver Knowledge of Child Development Inventory total score was 14.44±5.89 for 3rd-year students and 16.10 ± 5.90 for 4th-year students. More than 50% of the third and fourth year students answered 5 of the 10 questions in the developmental skills component section correctly. It was observed that the developmental skills and stimulation component knowledge of the third and fourth year medical students were not sufficient. It was also understood that the general pediatrics courses given in the third year did not increase the knowledge of the fourth year students about child development. Conclusion: Evaluating the child development knowledge of medical students is important for interventions and studies to ensure that medical students are familiar with and detect developmental delays in infancy and early childhood.

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Primary Care Physicians’ Knowledge of and Confidence in Their Referrals for Special Education Services in 3- to 5-Year-Old Children

Cited by 20 publications

References 14 publications

Developmental Screening and Referrals: Assessing the Influence of Provider Specialty, Training, and Interagency Communication

Developmental Screening and Referrals: Assessing the Influence of Provider Specialty, Training, and Interagency Communication

Early Intervention Before Autism Diagnosis in Children Referred to a Regional Autism Clinic

Evaluation of Child Development Knowledge Among Medical Students

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