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PreSchool and Me: �Uniting Medical and Educational Sectors

Background

children with developmental delays and disabilities need therapeutic services to support their trajectory of life (speech, physical, etc.)
federal law mandates free public education to those with developmental delays and disabilities under the IDEA (Individuals with Disabilities Education Act)
a disproportionate amount of children in this population that are not receiving services are from low-income and minority communities
potential solution: integrate medical and educational systems in an attempt to support increased access to such service

research needed

Objectives/Design

To assess the acceptability and feasibility of an integrated care coordination model that unites medical and educational sectors for this population
Non-comparison group study
Data gathered from enrolled families to establish baseline and will be reassessed at the end of enrollment in PreSchool and Me or after 4 months

Elisa Royer

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Methods

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Outcomes

To be assessed:

Appropriateness

Participants’ perception of intervention

Acceptability:

standardized delivery of intervention developed

Weekly check-ins, pre and post intervention assessments to evaluate ESCE knowledge provided and barriers assessed

satisfaction with regards to intervention delivery

Penetration

Number of participants enrolled (35)
Number of eligible participants
Number of participants assigned to/enrolled in school (3)

Fidelity

To the intervention process via checklist and flowchart guidance for research assistants

Cost

Estimated times for delivery

3

35 enrolled; goal of 20

appropriateness: how useful families found it

Post-intervention statements:

It was helpful. I had gotten a note from the doctor to put him in school, and this program sped up the process.
It was helpful because I was going around and asking people for help, but they did not know anything about it. So when I came across the program I got good, useful information about how to better help my child and how to make my child feel comfortable as well.

Accountability: how families felt about delivery of the intervention

For example: how patient navigator’s stayed in touch, etc.

Penetration: # participants eligible/enrolled

35 reached (eligibility, initial interview, etc)
3 assigned

Fidelity to the intervention process
Cost: estimated times for delivery

b/t requesting/ completing child find screening
b/t requesting/completing IEP evaluation

References:

Dr. Shah, Reshma: PreSchool and Me: School-based supports for children with developmental disabilities and delays. 2021; Version 3.0.

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Recommendations and Implications

Data still being gathered but the following implications have been indicated by findings:

The number of families enrolled over 3 months demonstrates the need for support in accessing therapeutic services in this patient population
Developing a coordinated care model integrating educational and medical sectors is a strategy to address disparities in access to services
If feasible, this intervention will be assessed for effectiveness and will be enhanced to be used in health care settings where these disparities exist

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Acknowledgements

I would like to thank:

Dr. Reshma Shah from the Department of Pediatrics for her leadership, guidance, and delegation through the design, organization, and implementation of this study.
Giovanna Savastano for her direction through the training and intervention implementation of these processes.
Fellow patient navigators for their assistance with delivery of the intervention and collaboration to make this process as cohesive and efficient as possible.

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