ArticleInfants and young children2026
Examining Transitions From Early Intervention to Preschool Services: A Retrospective Review of Therapeutic Service Access in a Clinical Sample of Children With Developmental Disabilities.
Article in Infants and young children, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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Abstract
Timely access to therapeutic services is critical for promoting school readiness and developmental outcomes for young children with developmental disabilities. Guided by Andersen Behavioral Model of Health Services, this retrospective chart review examined factors associated with preschool enrollment and receipt of clinic- and school-based therapies among preschool-aged children (n = 194) evaluated in an academic developmental and behavioral clinic. Predisposing, enabling, and need-related factors included early intervention (EI) history, insurance type, developmental diagnoses, and geographic context. Most children were male, publicly insured, and identified as Black or Hispanic/Latino/a. Although more than half had a history of EI, the majority were not receiving clinic-based therapies, and 60% lacked school-based services at the time of evaluation. Children with EI history were significantly more likely to be enrolled in preschool and to have an established Individualized Education Plan (
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