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Who gets help for pre-school communication problems? Data from a prospective community study.

J Skeat¹, M Wake, O C Ukoumunne

¹Murdoch Childrens Research Institute, Parkville, Vic., Australia; Department of Paediatrics, The University of Melbourne, Melbourne, Vic., Australia.

Child: Care, Health and Development

|March 26, 2013

Summary

Many preschoolers with communication problems don't receive needed help, while some without problems do. Parent concern is key for accessing services, highlighting a need for systematic support for early intervention.

Keywords:

access to health care child development health services research speech and language delay speech and language therapy

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Published on: January 23, 2017

Area of Science:

Child development
Speech-language pathology
Public health

Background:

Communication problems affect preschool readiness and academic success.
Community healthcare providers offer various support services.
Understanding service receipt is crucial for optimizing early intervention.

Purpose of the Study:

To determine the extent of help received by preschoolers with communication problems.
To identify predictors of service utilization for these children.
To analyze disparities in accessing communication support services.

Main Methods:

Prospective community study in Melbourne, Victoria.
Assessed speech, language, and fluency in 1607 children at age 4.
Collected service use data from 983 families at age 5, using logistic regression for predictor analysis.

Main Results:

Only 44.9% of children with communication impairments received professional help.
7% of children without impairments accessed services.
Parental concern was the strongest predictor of service use (aOR=9.0).

Conclusions:

Evidence of both under- and over-servicing for preschool communication issues.
Accessible services and parental awareness are insufficient for optimal help-seeking.
Systematic support is needed to ensure children with communication impairments receive timely and appropriate services.