美国儿童早期环境中的跨系统交流:一项使用全国儿童健康调查的探索性研究

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention Pub Date : 2021-05-20 DOI:10.1177/10538151211012779

Shreya Roy, Olivia J. Lindly, M. Berardinelli, Alison J. Martin

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引用次数: 1

摘要

儿童卫生保健提供者、儿童保健和其他社区提供者之间的沟通(跨系统沟通)可以促进早期干预(EI)的获取和转诊。本研究考察了(a)与跨系统沟通相关的因素，以及(b)跨系统沟通是否与美国1至2岁幼儿接受情商有关。这项研究使用了2016年全国儿童健康调查的数据，包括1184名1至2岁的儿童，他们的父母表示需要跨系统沟通。因变量是是否有EI计划。主要的自变量是跨系统通信。与没有进行跨系统交流的儿童相比，进行过跨系统交流的儿童接受EI服务的几率几乎高出3倍(2.9)(优势比[OR] = 2.9, 95%可信区间[CI] = 1.2, 6.9, p = 0.014)。本研究发现，跨系统沟通与美国1至2岁儿童接受EI服务有关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Cross-System Communication in Early Childhood Settings in the United States: An Exploratory Study Using the National Survey of Children’s Health

Communication between a child’s health care provider, child care and other community providers (cross-system communication) may facilitate access and referral to early intervention (EI). This study examined (a) factors associated with cross-system communication and (b) whether cross-system communication was associated with receiving EI among U.S. toddlers ages 1 to 2 years. This study used data from the National Survey of Children’s Health 2016 and included 1,184 children of ages 1 to 2 years, whose parents indicated a need for cross-system communication. Dependent variable was having an EI plan. Primary independent variable was cross-system communication. Children who had cross-system communication had almost three times (2.9) higher odds of receiving EI services as compared to those who did not have cross-system communication (odds ratio [OR] = 2.9, 95% confidence interval [CI] = 1.2, 6.9, p = .014). This study found that cross-system communication was associated with receiving EI services for U.S. children of ages 1 to 2 years.

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来源期刊

Journal of Early Intervention Multiple-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.