Brief report: Service referral and enrollment following autism diagnosis in primary care / Sarah LANGDON ; Angela PAXTON ; Rebecca MCNALLY KEEHN ; Brandon KEEHN in Research in Autism, 123 (May 2025)  

Public ISBD [article]  inResearch in Autism > 123 (May 2025) . - 202575 Titre : Brief report: Service referral and enrollment following autism diagnosis in primary care Type de document : Texte imprimé et/ou numérique Auteurs : Sarah LANGDON, Auteur ; Angela PAXTON, Auteur ; Rebecca MCNALLY KEEHN, Auteur ; Brandon KEEHN, Auteur Article en page(s) : 202575 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Early intensive behavior intervention  Waitlist  Time lag  Disparities Index. décimale : PER Périodiques Résumé : Background Lag between autism diagnostic evaluation and initiation of intervention results in missed opportunities during a developmental window of optimal impact. However, few studies have examined the rate of referral for early intensive behavioral interventions (EIBI) at the point of diagnosis and the period between diagnosis and entry into EIBI. The current study examines both referral for EIBI at the time of diagnosis and enrollment in EIBI 12-months post-diagnosis. Method Participants included 76, 14- to 48-month-old children diagnosed with autism in the primary care setting. Caregivers completed a brief questionnaire on EIBI referral and enrollment following evaluation and again 12-months later. Results More than 80 % of children were referred for EIBI at the time of diagnosis. At 12-months post-diagnosis, however, only 50 % of children were enrolled in EIBI. For those enrolled in EIBI lag between diagnosis and enrollment was almost 7 months (M = 201 days; SD = 122.7; range = 8-414 days). While race/ethnicity, SES, and urbanicity were not associated with lag, lower caregiver education level was associated with enrollment status and lag for those receiving EIBI. Conclusions There is a significant delay access to EIBI for young children diagnosed with autism. Navigating service referral and access may be particularly challenging for caregivers with limited education backgrounds. En ligne : https://doi.org/10.1016/j.reia.2025.202575 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=556 [article] Brief report: Service referral and enrollment following autism diagnosis in primary care [Texte imprimé et/ou numérique] / Sarah LANGDON, Auteur ; Angela PAXTON, Auteur ; Rebecca MCNALLY KEEHN, Auteur ; Brandon KEEHN, Auteur . - 202575. Langues : Anglais (eng) in Research in Autism > 123 (May 2025) . - 202575 Mots-clés : Autism spectrum disorder  Early intensive behavior intervention  Waitlist  Time lag  Disparities Index. décimale : PER Périodiques Résumé : Background Lag between autism diagnostic evaluation and initiation of intervention results in missed opportunities during a developmental window of optimal impact. However, few studies have examined the rate of referral for early intensive behavioral interventions (EIBI) at the point of diagnosis and the period between diagnosis and entry into EIBI. The current study examines both referral for EIBI at the time of diagnosis and enrollment in EIBI 12-months post-diagnosis. Method Participants included 76, 14- to 48-month-old children diagnosed with autism in the primary care setting. Caregivers completed a brief questionnaire on EIBI referral and enrollment following evaluation and again 12-months later. Results More than 80 % of children were referred for EIBI at the time of diagnosis. At 12-months post-diagnosis, however, only 50 % of children were enrolled in EIBI. For those enrolled in EIBI lag between diagnosis and enrollment was almost 7 months (M = 201 days; SD = 122.7; range = 8-414 days). While race/ethnicity, SES, and urbanicity were not associated with lag, lower caregiver education level was associated with enrollment status and lag for those receiving EIBI. Conclusions There is a significant delay access to EIBI for young children diagnosed with autism. Navigating service referral and access may be particularly challenging for caregivers with limited education backgrounds. En ligne : https://doi.org/10.1016/j.reia.2025.202575 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=556

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