Journal ArticleDOI
Prevalence of Developmental Delays and Participation in Early Intervention Services for Young Children
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TLDR
The prevalence of developmental delays that make children eligible for Part C services is much higher than previously thought and strategies need to be developed to monitor patterns of enrollment in early intervention services and reach out to more minority children, particularly black children.Abstract:
OBJECTIVES. The objective of this study was to use a nationally representative longitudinal sample of children born in the United States in 2001 to estimate rates of eligibility for Part C early intervention, to estimate rates of access to services for developmental delays, and to examine factors that are associated with access to services. METHODS. Data for this study were collected as part of the Early Childhood Longitudinal Study, Birth Cohort, which obtained data from participants when children were 9 and 24 months of age. Descriptive analyses were used to generate national estimates of the prevalence of developmental delays that would make children eligible for Part C services and rates of participation in early intervention services. Logistic regression analyses were conducted to examine whether child developmental delay, race, insurance availability, and poverty status were associated with the probability of receiving services. RESULTS. Results indicated that ∼13% of children in the sample had developmental delays that would make them eligible for Part C early intervention. At 24 months, only 10% of children with delays received services. Children with developmental delays were more likely to receive services than those who do not have delays; black children were less likely to receive services than children from other ethnic and racial groups. CONCLUSIONS. The prevalence of developmental delays that make children eligible for Part C services is much higher than previously thought. Moreover, the majority of children who are eligible for Part C services are not receiving services for their developmental problems. Strategies need to be developed to monitor patterns of enrollment in early intervention services and reach out to more minority children, particularly black children.read more
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Journal ArticleDOI
Chromosomal microarray versus karyotyping for prenatal diagnosis
Ronald J. Wapner,Christa Lese Martin,Brynn Levy,Blake C. Ballif,Christine M. Eng,Julia Zachary,Melissa Savage,Lawrence D. Platt,Daniel H. Saltzman,William A. Grobman,Susan Klugman,Thomas Scholl,Joe Leigh Simpson,Kimberly McCall,Vimla Aggarwal,Brian Bunke,Odelia Nahum,Ankita Patel,Allen N. Lamb,Elizabeth Thom,Arthur L. Beaudet,David H. Ledbetter,Lisa G. Shaffer,Laird S. Jackson +23 more
TL;DR: In the context of prenatal diagnostic testing, chromosomal microarray analysis identified additional, clinically significant cytogenetic information as compared with karyotyping and was equally efficacious in identifying aneuploidies and unbalanced rearrangements but did not identify balanced translocations and triploidy.
Journal ArticleDOI
A Clinical Scoring System for Selection of Patients for PTEN Mutation Testing Is Proposed on the Basis of a Prospective Study of 3042 Probands
Min-Han Tan,Jessica Mester,Jessica Mester,Charissa Peterson,Charissa Peterson,Yi-Ran Yang,Yi-Ran Yang,Jin Lian Chen,Jin Lian Chen,Lisa Rybicki,Lisa Rybicki,Kresimira Milas,Holly J. Pederson,Berna K. Remzi,Mohammed S. Orloff,Mohammed S. Orloff,Charis Eng +16 more
TL;DR: The first evidence-based clinical practice model to select patients for genetics referral and PTEN mutation testing is presented, further supported biologically by protein correlation.
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Mindfulness training effects for parents and educators of children with special needs.
TL;DR: Mindfulness changes at program completion mediated outcomes at follow-up, suggesting its importance in maintaining emotional balance and facilitating well-being in parents and teachers of children with developmental challenges.
Journal ArticleDOI
Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions
Paul L. Morgan,George Farkas,Marianne M. Hillemeier,Richard E. Mattison,Steve Maczuga,Hui Li,Michael Cook +6 more
TL;DR: From kindergarten entry to the end of middle school, racial- and ethnic-minority children were less likely to be identified as having (a) learning disabilities, (b) speech or language impairments, (c) intellectual disabilities, or (d) health impairments or (e) emotional disturbances.
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Trends in the use of standardized tools for developmental screening in early childhood: 2002-2009.
TL;DR: The percentage of pediatricians who reported using ≥1 formal screening tools more than doubled between 2002 and 2009, and additional research is needed to identify barriers to greater use of standardized tools in practice.
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Journal ArticleDOI
First experiences with early intervention: a national perspective.
TL;DR: It is concluded that the beginning of early intervention services generally is highly successful and responsive, a finding that should give pediatricians more confidence in referring families forEarly intervention services.