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Abstract
It is important for children with developmental delays and disabilities to receive intervention services before kindergarten entry either in the form of early intervention (EI) [birth to the third birthday] or early childhood special education (ECSE) [three years old to kindergarten entry] (Bailey, 2005; Moeller, 2000; Rickards et al., 2009; Zwaigenbaum et al., 2015). However, many children who have needs and would likely qualify for services do not receive them (e.g., Paff, 2017; Rosenberg et al., 2008). Lack of services is coupled with differential rates of service access for some sociodemographic groups of children (e.g., Feinberg et al., 2011; Rosenberg et al., 2008).
The first study in this dissertation examines the overall rates of children accessing services within the EI and ECSE age ranges in a local county by comparing the number of children accessing these services locally to the number of children accessing these services at state and national levels. Additionally, this study examines how the local access numbers compare to the number of children who might be eligible for services based on prevalence estimates as a whole and by the child’s race. Finally, children from different sociodemographic groups are compared to one another to determine if any disproportionalities exist. This local county's EI and ECSE service providers perform well when compared to state and national averages, but still, fewer than half of children who likely qualify for services are not receiving them. Differences in rates of access emerge across socioeconomic groups, but importantly most groups appear to be significantly underutilizing services.
To identify factors contributing to success accessing services, the second study in this dissertation explores the barriers and supports impacting service access. Interviews were conducted with caregivers of children who were six years or younger with a developmental delay or disability. A socioecological model was used as a framework to organize the themes and both novel and replicated themes emerged at the Individual, Interpersonal, Organizational, and Community levels. Suggested future directions in research and practice to increase service access informed by the themes are discussed.
The first study in this dissertation examines the overall rates of children accessing services within the EI and ECSE age ranges in a local county by comparing the number of children accessing these services locally to the number of children accessing these services at state and national levels. Additionally, this study examines how the local access numbers compare to the number of children who might be eligible for services based on prevalence estimates as a whole and by the child’s race. Finally, children from different sociodemographic groups are compared to one another to determine if any disproportionalities exist. This local county's EI and ECSE service providers perform well when compared to state and national averages, but still, fewer than half of children who likely qualify for services are not receiving them. Differences in rates of access emerge across socioeconomic groups, but importantly most groups appear to be significantly underutilizing services.
To identify factors contributing to success accessing services, the second study in this dissertation explores the barriers and supports impacting service access. Interviews were conducted with caregivers of children who were six years or younger with a developmental delay or disability. A socioecological model was used as a framework to organize the themes and both novel and replicated themes emerged at the Individual, Interpersonal, Organizational, and Community levels. Suggested future directions in research and practice to increase service access informed by the themes are discussed.