Service Disruptions in Early Intervention Amid COVID-19: Understanding Challenges Faced by Families and Providers.

Abstract

Background: Infants at risk for developmental delays require early intervention (EI) services to support their development. However, many families face barriers to receiving services, which were exacerbated by the COVID-19 pandemic.

Objective: This qualitative study examined how COVID-19 impacted access to EI therapy services from the perspectives of families and EI providers in the San Francisco Bay Area. The study aimed to identify existing barriers and new pandemic-specific challenges to inform strategies for improving continuity and quality of EI care during future service disruptions.

Methods: Semi-structured virtual interviews were conducted with caregivers of eligible infants and EI providers. An inductive thematic analysis approach was used to identify key themes related to access barriers.

Results: Participants described long-standing barriers, including limited understanding of EI, provider shortages, insurance complexities, and insufficient bilingual therapists, that worsened during the pandemic. The shift to virtual service delivery introduced additional challenges, such as limited access to technology and reliance on caregiver digital literacy. Participants emphasized the need for clearer communication, service flexibility, and proactive system-level planning.

Conclusions: Findings highlight the importance of policy changes aimed at enhancing workforce capacity, streamlining processes, and improving digital and linguistic accessibility to ensure equitable EI access during future disruptions.