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Eye Tracking Young Children with Autism
Published on: March 27, 2012
Types and Predictors of Service use Among Young Children Recommended to Receive Intensive Services After Initial
Julia Berg1, Georgios D Sideridis2, Rafael DePillis2
1Division of Developmental Medicine, Boston Children's Hospital, Boston, MA, USA. Julia.berg@childrens.harvard.edu.
Insights
Children diagnosed with autism spectrum disorder (ASD) in states with autism mandates receive intensive services. Lower adaptive functioning in children is linked to higher service receipt, but socioeconomic factors are not associated.
Area of Science:
- Pediatric Health
- Developmental Psychology
- Public Health Policy
Background:
- Intensive early intervention is recommended for young children with autism spectrum disorder (ASD).
- Research indicates low service receipt in states with mandated ASD-specific coverage, with unclear factors influencing service intensity.
- Understanding service receipt patterns is crucial for optimizing early intervention for ASD.
Purpose of the Study:
- To investigate the receipt and intensity of early intervention services for young children diagnosed with ASD in states with autism mandates.
- To identify factors associated with the intensity of total and ASD-specific service receipt.
Main Methods:
- Analysis of data from 206 children diagnosed with ASD (12-36 months) in states with autism mandates.
- Caregiver-reported service receipt (total and ASD-specific) within 18 months of diagnosis.
- Negative binomial regression models examined associations with child functioning, demographics, and socioeconomic factors.
Main Results:
- 90% of children received ASD-specific services, with median intensities of 22 hours (total) and 17 hours (ASD-specific) weekly.
- 44% of participants received at least 20 hours of ASD-specific services weekly.
- Lower child adaptive functioning scores were significantly associated with increased total and ASD-specific service receipt; socioeconomic factors were not associated.
Conclusions:
- Children in insurance-mandated states receive high-intensity interventions post-ASD diagnosis.
- Lower adaptive functioning is a key predictor of increased early intervention service receipt for young children with ASD.
- Further research is needed in non-mandated regions and for populations ineligible for mandates.
Abstract:
Intensive services are recommended for young children with autism spectrum disorder (ASD). Limited research on service receipt in states with mandated ASD-specific service coverage suggests that it remains low, and factors associated with intensity are unclear. Participants were 206 children from the Boston Outcomes of Autism in Toddlers study living in states with autism mandates, diagnosed with ASD through a multidisciplinary consultation at 12-36 months, and recommended to receive at least 20 h of services weekly. Outcome measures were caregiver-reported receipt of total and ASD-specific services within 18 months of ASD diagnosis. Separate negative binomial regression models were run for each outcome, with covariates of child adaptive and cognitive functioning, age, gender, household income, primary insurance, and maternal educational level. The sample was 83% male with a mean age of 24.5 months at ASD diagnosis. Mean Vineland adaptive behavior composite and Bayley cognitive standard scores were 73 and 81, respectively. 90% of children received ASD-specific services. The median intensities for total and ASD-specific services were 22 and 17 h weekly respectively, with 44% of the participants receiving at least 20 h of ASD-specific services weekly. Adjusted regression models found significant associations between lower adaptive scores and increased total and ASD-specific service receipt. Children in insurance-mandated states received a high intensity of intervention after clinical ASD diagnosis. Lower child adaptive functioning was associated with increased service receipt, while socioeconomic factors were not associated. Additional research in other regions and mandate-ineligible populations is needed.
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