Early Intervention Service Utilization Among Children Born Preterm
Milena A. Keller‐Margulisa b, Catherine W. Abrahamsona b, Ashlie V. Llorensa b, Allison G. Dempseyc d
- aDepartment of Educational Psychology, University of Houston
- bDepartment of Educational Psychology, University of Houston, Houston, TX, US
- cUniversity of Texas Health Science Center
- dCenter for Clinical Research & Evidence-based Medicine
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Abstract
Early intervention services aim to meet the needs of young children with developmental delays, disabilities, or who are at-risk for developing delays. Children born preterm are at an increased risk for experiencing developmental difficulties, and 60%–70% of premature infants qualify for early intervention services. The purpose of this study was to explore patterns of service utilization and identify barriers to services among a sample of families with children who were followed by a high-risk infant clinic. Results indicated that the overwhelming majority of children had been referred for or were receiving early intervention services, patterns of services received varied across ages, and physical and occupational therapy were most often received. Few direct barriers to accessing services were identified; however, 12% of children were no longer receiving services for reasons other than lack of need or attainment of milestones. The implications for how psychologists can work across the family, medical, and educational systems to improve knowledge and adherence to services will be discussed.