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An Exploratory Study on Disparities in Service Provision and Long-Term Need After Early Childhood Acquired Brain

Jessica Salley Riccardi1, Jennifer Lundine2,3

  • 1Department of Psychological Science, Case Western Reserve University, Cleveland, OH.

American Journal of Speech-Language Pathology
|September 27, 2022
PubMed

Insights

Childhood acquired brain injury (ABI) disparities in healthcare and education are linked to race and socioeconomic status. Further research is needed to ensure equitable access to services for all children with ABI.

Area of Science:

  • Pediatric neurology
  • Neurorehabilitation
  • Health services research

Background:

  • Health care and educational disparities are documented for minoritized groups.
  • Limited research exists on disparities following childhood acquired brain injury (ABI).
  • Understanding these disparities is crucial for improving long-term outcomes.

Purpose of the Study:

  • To investigate child and injury factors associated with service referral and parent education after early childhood ABI.
  • To explore factors linked to long-term needs for special education services.

Main Methods:

  • Secondary analysis of retrospective cohort chart review data.
  • Prospective caregiver phone surveys were utilized.
  • Exploratory logistic regressions were performed to identify associations.

Main Results:

  • Child and injury factors significantly predicted referral to rehabilitation/educational services (p < .001).
  • These factors also predicted caregiver-reported long-term needs for special education services (p = .009).
  • No significant individual predictors were found in the significant models.

Conclusions:

  • Complex interactions of individual, injury, and social-environmental factors influence service provision and needs post-ABI.
  • Future research should examine how healthcare and education policies can promote equitable access to services.
  • Addressing these interactions is key to improving long-term outcomes for children with ABI.
Abstract

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