Variation in Educational Services Receipt Among US Children With Developmental Conditions

Olivia J. Lindly, Brianna K. Sinche, Katharine Zuckerman

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Article number710
Pages (from-to)534-543
Number of pages10
JournalAcademic Pediatrics
Volume15
Issue number5
DOIs
StatePublished - Sep 1 2015

Fingerprint

Developmental Disabilities
Intellectual Disability
Education
Logistic Models
Social Welfare
Chi-Square Distribution
Child Development
Odds Ratio
Confidence Intervals
Delivery of Health Care
Autism Spectrum Disorder
Surveys and Questionnaires

Keywords

  • autism spectrum disorder
  • children with special health care needs
  • developmental conditions
  • developmental delay
  • ease of access
  • individualized education program
  • intellectual disability
  • school-based therapy

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

Cite this

Variation in Educational Services Receipt Among US Children With Developmental Conditions. / Lindly, Olivia J.; Sinche, Brianna K.; Zuckerman, Katharine.

In: Academic Pediatrics, Vol. 15, No. 5, 710, 01.09.2015, p. 534-543.

Research output: Contribution to journalArticle

@article{bfde7a244b5149c69f0f0aa6bfba9499,
title = "Variation in Educational Services Receipt Among US Children With Developmental Conditions",
abstract = "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.",
keywords = "autism spectrum disorder, children with special health care needs, developmental conditions, developmental delay, ease of access, individualized education program, intellectual disability, school-based therapy",
author = "Lindly, {Olivia J.} and Sinche, {Brianna K.} and Katharine Zuckerman",
year = "2015",
month = "9",
day = "1",
doi = "10.1016/j.acap.2015.04.001",
language = "English (US)",
volume = "15",
pages = "534--543",
journal = "Academic Pediatrics",
issn = "1876-2859",
publisher = "Elsevier Inc.",
number = "5",

}

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

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

UR - http://www.scopus.com/inward/record.url?scp=84940912481&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84940912481&partnerID=8YFLogxK

U2 - 10.1016/j.acap.2015.04.001

DO - 10.1016/j.acap.2015.04.001

M3 - Article

C2 - 26344719

AN - SCOPUS:84940912481

VL - 15

SP - 534

EP - 543

JO - Academic Pediatrics

JF - Academic Pediatrics

SN - 1876-2859

IS - 5

M1 - 710

ER -