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Cited by 141Family and Disability Support ResearchDown syndrome and intellectual disability researchBehavioral and Psychological Studies

Factors influencing access to early intervention for families of children with developmental disabilities: a narrative review

Open access
Sapiets, Suzi J., Totsika, Vasiliki, Hastings, Richard P.·2021·Journal of Applied Research in Intellectual Disabilities
DOI 10.1111/jar.12852PMC PMC8246771
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Abstract

Background: Early intervention (EI) can improve a range of outcomes for families of children with developmental disabilities. However, research indicates the level of access does not always match the level of need. To address disparities, it is essential to identify factors influencing access. Method: We propose a framework where access to EI is conceptualised as a process that includes three main phases. A narrative review examined potential barriers, facilitators and modifiers of access for each phase. Results: The process of access to EI includes the following: 1) recognition of need, 2) identification or diagnosis and 3) EI provision or receipt. Several factors affecting access to EI for each phase were identified, related to the family, services, the intersection between family and services, and the context. Conclusion: A broad range of factors appear to influence the process of access to EI for this population. Our framework can be used in future research investigating access. Broad implications for policy, practice and future research to improve access to EI are discussed.

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  • The results are consistent with a recently published international framework describing the process of accessing early intervention services, from recognition of developmental need, to identification or diagnosis, to receipt of services.

    “The results from this study are consistent with a recently published international framework describing the process of accessing early intervention services, from recognition of developmental need, to identification or diagnosis, to receipt of services.20”

    From Sustained Effectiveness of a 211 Call Center With Early Childhood Care Coordination (2025) · cites this paper as [20]

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Research works printed but not linked: 1

  1. Brito, A. T., & Lindsay, G. (2015). Reviewing early childhood intervention and early childhood special education training in UK's university and college courses. Retrieved from: https://www.researchgate.net/publication/275351249_Reviewing_Early_Childhood_Intervention_training_UK's_University_College_courses (accessed 01/02/2019).

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Authors
Sapiets, S. J., Totsika, V., & Hastings, R. P.
Affiliations
University of Warwick (GB)
Corresponding author
Sapiets, Suzi J.
ORCID
Venue
Journal of Applied Research in Intellectual Disabilities
Publisher
Wiley
Published
2020-12-22
Volume
34
Issue
3
Pages
695-711
ISSN
  • 0952-9608 (ISSN-L)
  • 1360-2322
  • 1468-3148
DOI
10.1111/jar.12852
PMC
PMC8246771
OpenAlex
W3113098262
Cited by
141
References
125
Citations by year
2026: 32 · 2025: 43 · 2024: 32 · 2023: 20 · 2022: 10 · 2021: 4
FWCI
0.68
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Applied Research in Intellectual Disabilities (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Warwick Research Archive Portal (University of Warwick) (submittedVersion)
  • Kent Academic Repository (University of Kent) (submittedVersion)
Funders
  • University of Warwick
  • Cerebra
Topics
  • Social Sciences › Psychology › Clinical Psychology › Family and Disability Support Research
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Down syndrome and intellectual disability research
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords
early intervention, developmental disabilities, access to services, barriers and facilitators, diagnosis, service delivery
MeSH terms
Child, Developmental Disabilities, Humans, Intellectual Disability, Early Intervention, Educational

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