Health and Education Services During the COVID-19 Pandemic Among Young Children with Autism Spectrum Disorder and Other Developmental Disabilities.
Journal
Journal of developmental and behavioral pediatrics : JDBP
ISSN: 1536-7312
Titre abrégé: J Dev Behav Pediatr
Pays: United States
ID NLM: 8006933
Informations de publication
Date de publication:
01 Jan 2024
01 Jan 2024
Historique:
received:
26
04
2023
accepted:
29
08
2023
medline:
16
2
2024
pubmed:
16
2
2024
entrez:
16
2
2024
Statut:
ppublish
Résumé
Understanding how the COVID-19 pandemic affected children with disabilities is essential for future public health emergencies. We compared children with autism spectrum disorder (ASD) with those with another developmental disability (DD) and from the general population (POP) regarding (1) missed or delayed appointments for regular health/dental services, immunizations, and specialty services; (2) reasons for difficulty accessing care; and (3) use of remote learning and school supports. Caregivers of children previously enrolled in the Study to Explore Early Development, a case-control study of children with ASD implemented during 2017 to 2020, were recontacted during January-June 2021 to learn about services during March-December 2020. Children were classified as ASD, DD, or POP during the initial study and were aged 3.4 to 7.5 years when their caregivers were recontacted during the pandemic. Over half of all children missed or delayed regular health/dental appointments (58.4%-65.2%). More children in the ASD versus DD and POP groups missed or delayed specialty services (75.7%, 58.3%, and 22.8%, respectively) and reported difficulties obtaining care of any type because of issues using telehealth and difficulty wearing a mask. During school closures, a smaller proportion of children with ASD versus another DD were offered live online classes (84.3% vs 91.1%), while a larger proportion had disrupted individualized education programs (50.0% vs 36.2%). Minimizing service disruptions for all children and ensuring continuity of specialty care for children with ASD is essential for future public health emergencies. Children may need additional services to compensate for disruptions during the pandemic.
Identifiants
pubmed: 38364085
doi: 10.1097/DBP.0000000000001227
pii: 00004703-202401000-00007
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
e31-e38Subventions
Organisme : CDC HHS
ID : U01DD001210
Pays : United States
Organisme : CDC HHS
ID : 1U01DD001209
Pays : United States
Organisme : CDC HHS
ID : U01DD001216
Pays : United States
Organisme : CDC HHS
ID : U01DD001215
Pays : United States
Informations de copyright
Copyright © 2023 Written work prepared by employees of the Federal Government as part of their official duties is, under the U.S. Copyright Act, a “work of the United States Government” for which copyright protection under Title 17 of the United States Code is not available. As such, copyright does not extend to the contributions of employees of the Federal Government.
Déclaration de conflit d'intérêts
Disclosure: The authors report no conflict of interests.
Références
Maenner MJ, Warren Z, Williams AR, et al. Prevalence and characteristics of autism spectrum disorder among children aged 8 years: autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2020. MMWR Surveill Summ. 2023;72:1–14.
Cogswell ME, Coil E, Tian LH, et al. Health needs and use of services among children with developmental disabilities: United States, 2014-2018. MMWR Morb Mortal Wkly Rep. 2022;71:453–458.
Gurney JG, McPheeters ML, Davis MM. Parental report of health conditions and health care use among children with and without autism: National Survey of Children's Health. Arch Pediatr Adolesc Med. 2006;160:825–830.
Hyman SL, Levy SE, Myers SM, et al. Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics. 2020;145:e20193447.
Becker SP, Breaux R, Cusick CN, et al. Remote learning during COVID-19: examining school practices, service continuation, and difficulties for adolescents with and without attention-deficit/hyperactivity disorder. J Adolesc Health. 2020;67:769–777.
Dudovitz RN, Thomas K, Shah MD, et al. School-age children's wellbeing and school-related needs during the COVID-19 pandemic. Acad Pediatr. 2022;22:1368–1374.
Hawrilenko M, Kroshus E, Tandon P, et al. The association between school closures and child mental health during COVID-19. JAMA Netw Open. 2021;4:e2124092.
Verlenden JV, Pampati S, Rasberry CN, et al. Association of children's mode of school instruction with child and parent experiences and well-being during the COVID-19 pandemic: COVID experiences survey, United States, October 8–November 13, 2020. MMWR Morb Mortal Wkly Rep. 2021;70:369–376.
Genova H, Arora A, Botticello A. Effects of school closures resulting from COVID-19 in autistic and neurotypical children. Front Educ. 2021;6:1–9.
Bhat A. Analysis of the SPARK study COVID-19 parent survey: early impact of the pandemic on access to services, child/parent mental health, and benefits of online services. Autism Res. 2021;14:2454–2470.
Jeste S, Hyde C, Distefano C, et al. Changes in access to educational and healthcare services for individuals with intellectual and developmental disabilities during COVID-19 restrictions. J Intellect Disabil Res. 2020;64:825–833.
Kowanda M, Cartner L, Kentros C, et al. Availability of services and caregiver burden: supporting individuals with neurogenetic conditions during the COVID-19 pandemic. J Child Neurol. 2021;36:760–767.
Neece C, McIntyre LL, Fenning R. Examining the impact of COVID-19 in ethnically diverse families with young children with intellectual and developmental disabilities. J Intellect Disabil Res. 2020;64:739–749.
White LC, Law JK, Daniels AM, et al. Brief report: impact of COVID-19 on individuals with ASD and their caregivers: a perspective from the SPARK cohort. J Autism Dev Disord. 2021;51:3766–3773.
Zhang S, Hao Y, Feng Y, et al. COVID-19 pandemic impacts on children with developmental disabilities: service disruption, transition to telehealth, and child wellbeing. Int J Environ Res Public Health. 2022;19:3259.
Allison KM, Levac DE. Impact of the COVID-19 pandemic on therapy service delivery and functioning for school-aged children with disabilities in the United States. Disabil Health J. 2022;15:101266.
Harris B, McClain MB, O'Leary S, et al. Implications of COVID-19 on school services for children with disabilities: opportunities for interagency collaboration. J Dev Behav Pediatr. 2021;42:236–239.
Wei X, Wagner M, Christiano ER, et al. Special education services received by students with autism spectrum disorders from preschool through high school. J Spec Educ. 2014;48:167–179.
Schendel DE, DiGuiseppi C, Croen LA, et al. The Study to Explore Early Development (SEED): a multisite epidemiologic study of autism by the Centers for Autism and Developmental Disabilities Research and Epidemiology (CADDRE) network. J Autism Dev Disord. 2012;42:2121–2140.
Lord C, Rutter M, Le Couteur A. Autism Diagnostic Interview-Revised: a revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. J Autism Dev Disord. 1994;24:659–685.
Gotham K, Risi S, Pickles A, et al. The Autism Diagnostic Observation Schedule: revised algorithms for improved diagnostic validity. J Autism Dev Disord. 2007;37:613–627.
Wiggins LD, Reynolds A, Rice CE, et al. Using standardized diagnostic instruments to classify children with autism in the study to explore early development. J Autism Dev Disord. 2015;45:1271–1280.
Wiggins LD, Levy SE, Daniels J, et al. Autism spectrum disorder symptoms among children enrolled in the Study to Explore Early Development (SEED). J Autism Dev Disord. 2015;45:3183–3194.
Chafouleas SM, Iovino EA. Comparing the initial impact of COVID-19 on burden and psychological distress among family caregivers of children with and without developmental disabilities. Sch Psychol. 2021;36:358–366.
Murphy A, Pinkerton LM, Bruckner E, et al. The impact of the novel coronavirus disease 2019 on therapy service delivery for children with disabilities. J Pediatr. 2021;231:168–177. e1.
Wiggins LD, Tian LH, Tinker SC, et al. Remote delivery of allied and behavioral healthcare during COVID-19 for children with developmental disabilities. JAACAP Open; 2023. Available at: https://doi.org/10.1016/j.jaacop.2023.08.007. Accessed February 13, 2024.
Kellom KS, Flaherty CM, Cacia J, et al. Provider and caregiver perspectives on telehealth assessments for autism spectrum disorder in young children: a multimethod DBPNet study exploring equity. J Dev Behav Pediatr. 2023;44:e397–e411.
Lerman DC, O'Brien MJ, Neely L, et al. Remote coaching of caregivers via telehealth: challenges and potential solutions. J Behav Educ. 2020;29:195–221.
Leyser M, Schieltz K, Strathearn L, et al. Telehealth in the field of developmental-behavioral pediatrics: advantages, challenges, and future perspectives. J Dev Behav Pediatr. 2021;42:240–244.
Keder RD, Mittal S, Stringer K, et al. Society for developmental & behavioral pediatrics position statement on telehealth. J Dev Behav Pediatr. 2022;43:55–59.
Rubenstein K, Croen L, Lee L-C. Community-based service use in preschool children with autism spectrum disorder and associations with insurance status. Res Autism Spectr Disord. 2019;66:101410.