Keywords

Developmental surveillance, autism screenings, early intervention, IDEA part C services

Abstract

Purpose Early identification and referral have been shown to improve long-term outcomes for children with disabilities. However, the number of children enrolled in early intervention services continues to be lower than the number of children confirmed to be developmentally delayed later in life. This study investigated the pattern of developmental surveillance and referral practices of pediatricians in a traditionally medically underserved border community. Description An online survey was created by members of a community/academic partnership. Emails were followed up with a personal contact to doctor’s offices to increase the response rate. Assessment Response rate for the survey was 26.7 %. Most respondents reported using a combination of formal screening tools and parent interviews to complete developmental screenings in their practice with the Modified Checklist of Autism in Toddlers being the most commonly used tool. Conclusion Although most respondents reported referring children for the Individuals with Disabilities Education Act Part C services, gaps were identified in available services and in the referral process that need to be addressed. Additionally, future studies need to evaluate the efficacy of a referral and feedback system to improve earlier access to intervention services for children with disabilities.

Original Publication Citation

Gonzalez, E., Summers, C., Mueller, V., 2 Hernandez, A., 2 Gil-Lopez, G., 2 Garcia, D.C., & 2 Lopez, M.E. (2015). Developmental surveillance and referral in a traditionally medically underserved border community. Maternal and Child Health Journal, 19, 2323-2328. doi:10.1007/s10995-015-1741-y

Document Type

Peer-Reviewed Article

Publication Date

2015

Publisher

Springer Science+Business Media

Language

English

College

David O. McKay School of Education

Department

Communication Disorders

University Standing at Time of Publication

Associate Professor

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