Evidence map›Paper›PMID 37142908›Full record

ArticleJournal of autism and developmental disorders2024

Predictors of Access to Early Support in Families of Children with Suspected or Diagnosed Developmental Disabilities in the United Kingdom.

Suzi J Sapiets, Richard P Hastings, Vasiliki Totsika

Erratum issuedAbstract read
In one paragraph

Article in Journal of autism and developmental disorders, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 9 papers.

0numbers the graph read from it
0cells of the map it votes in
9citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

9 citing papers in PubMed.

  1. Article
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  6. Review
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4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

3 authors.

Suzi J SapietsCentre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, Coventry, CV4 7AL, UK. s.sapiets@kent.ac.uk.ORCID http://orcid.org/0000-0002-0221-2731
Richard P HastingsCentre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, Coventry, CV4 7AL, UK.
Vasiliki TotsikaCentre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, Coventry, CV4 7AL, UK.

Funding

Ambitious about Autism Ambitious about AutismCerebra CerebraMencap MencapUniversity of Warwick University of Warwick
6 · The paper itself

Abstract

This study examined predictors of access to early support amongst families of 0-6-year-old children with suspected or diagnosed developmental disabilities in the United Kingdom. Using survey data from 673 families, multiple regression models were fitted for three outcomes: intervention access, access to early support sources, and unmet need for early support sources. Developmental disability diagnosis and caregiver educational level were associated with intervention access and early support access. Early support access was also associated with child physical health, adaptive skills, caregiver ethnicity, informal support, and statutory statement of special educational needs. Unmet need for early support was associated with economic deprivation, the number of household caregivers, and informal support. Multiple factors influence access to early support. Key implications include enhancing processes for formal identification of need, addressing socioeconomic disparities (e.g., reducing inequalities, increasing funding for services), and providing more accessible services (e.g., coordinating support across services, flexible service provision).

Indexed as

Autism Spectrum DisorderDevelopmental DisabilitiesCaregiversChildFamily CharacteristicsHumansPovertyUnited KingdomAutismEarly identificationEarly interventionIntellectual disabilityService provisionSpecial educational needs

Identifiers

PMID37142908
PMCPMC10159231

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.