TY - JOUR
T1 - Variation in Educational Services Receipt Among US Children With Developmental Conditions
AU - Lindly, Olivia J.
AU - Sinche, Brianna K.
AU - Zuckerman, Katharine E.
N1 - Funding Information:
We thank Julie Robertson, MSW, MPH, and Christina Bethell, PhD, MPH, MBA, for their assistance with data management and analysis. We also thank Ellen Smit, PhD, MS, for providing the opportunity to refine the study's design and data analyses through the graduate public health surveillance course at Oregon State University. The Medical Research Foundation of Oregon funded this project. Dr Zuckerman's effort was also funded by grant 1K23MH095828 from the US National Institute of Mental Health . The funders had no involvement in the study design, data collection or analysis, results interpretation, in writing the manuscript, or in the decision to submit the article for publication.
Publisher Copyright:
© 2015 Academic Pediatric Association.
PY - 2015/9/1
Y1 - 2015/9/1
N2 - Objective To examine the relationship between ease of access to needed community-based services (ease of access) and educational services receipt, and variation in educational services receipt by sociodemographic and need factors among a nationally representative sample of children with autism spectrum disorder (ASD), developmental delay (DD), and/or intellectual disability (ID). Methods Data from the 2009-2010 National Survey of Children with Special Health Care Needs were linked to the 2011 Survey of Pathways to Diagnosis and Services on a sample of 3502 US children aged 6 to 17 years with ASD, DD, and/or ID. Descriptive statistics, chi-square tests, and multivariable logistic regression models were used to determine associations of educational services receipt with ease of access and sociodemographic and need factors. Results Among children with developmental conditions, nearly half (49.7%) lacked easy access to services, and 16.9% did not have an individualized education program (IEP). Among children with an IEP, those with ease of access were more likely to have an IEP that addressed parent concerns about the child's development and education than those unable to easily access services (adjusted odds ratio 2.77; 95% confidence interval 1.71-4.49). Need factors, including functional limitations status, care coordination need, developmental condition type, and early intervention receipt, were significantly associated with educational services receipt. Conclusions Cross-systems initiatives facilitating service access remain important to ensuring the developmental needs of children with ASD, DD, and/or ID are met. Increased interprofessional collaboration promoting quality educational services receipt for children diagnosed with developmental conditions may further reduce disparities.
AB - Objective To examine the relationship between ease of access to needed community-based services (ease of access) and educational services receipt, and variation in educational services receipt by sociodemographic and need factors among a nationally representative sample of children with autism spectrum disorder (ASD), developmental delay (DD), and/or intellectual disability (ID). Methods Data from the 2009-2010 National Survey of Children with Special Health Care Needs were linked to the 2011 Survey of Pathways to Diagnosis and Services on a sample of 3502 US children aged 6 to 17 years with ASD, DD, and/or ID. Descriptive statistics, chi-square tests, and multivariable logistic regression models were used to determine associations of educational services receipt with ease of access and sociodemographic and need factors. Results Among children with developmental conditions, nearly half (49.7%) lacked easy access to services, and 16.9% did not have an individualized education program (IEP). Among children with an IEP, those with ease of access were more likely to have an IEP that addressed parent concerns about the child's development and education than those unable to easily access services (adjusted odds ratio 2.77; 95% confidence interval 1.71-4.49). Need factors, including functional limitations status, care coordination need, developmental condition type, and early intervention receipt, were significantly associated with educational services receipt. Conclusions Cross-systems initiatives facilitating service access remain important to ensuring the developmental needs of children with ASD, DD, and/or ID are met. Increased interprofessional collaboration promoting quality educational services receipt for children diagnosed with developmental conditions may further reduce disparities.
KW - autism spectrum disorder
KW - children with special health care needs
KW - developmental conditions
KW - developmental delay
KW - ease of access
KW - individualized education program
KW - intellectual disability
KW - school-based therapy
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U2 - 10.1016/j.acap.2015.04.001
DO - 10.1016/j.acap.2015.04.001
M3 - Article
C2 - 26344719
AN - SCOPUS:84940912481
SN - 1876-2859
VL - 15
SP - 534
EP - 543
JO - Academic Pediatrics
JF - Academic Pediatrics
IS - 5
M1 - 710
ER -