- OBJECTIVES: This study examined (1) the relationship between ease of access to needed
community-based services (ease of access) and educational services receipt and (2) 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 2009-10 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 3,502 US
children aged 6-17 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 (1) ease of access and (2) 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
(aOR: 2.77; 95% CI: 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.
- Lindly, O. J., Sinche, B. K., & Zuckerman, K. E. (2015). Variation in Educational Services Receipt Among US Children With Developmental Conditions. Academic Pediatrics, 15(5), 534-543. doi:10.1016/j.acap.2015.04.001
|Funding Statement (additional comments about funding)
- 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.