Improving Access to Diagnostic Evaluations for Developmental Disabilities Through an Initial Assessment Model

Abstract

Abstract: Objective: This study aimed to evaluate a novel model of care to improve access to diagnostic evaluations for autism spectrum disorder and/or developmental delays for school-age children. Methods: An “initial assessment” (IA) model for children aged 7 to 9 years was implemented at a large regional pediatric hospital. Referral patterns and the number of patients evaluated with the IA model were obtained through the electronic health record (EHR). Referral patterns from the EHR were checked against clinician surveys. Results: Total IA volume had a strong negative association with school-age WL volume (r(22) = −0.92, p < 0.001), indicating that as IA volume increased, the WL volume declined. Evaluation of referral patterns after IAs revealed that approximately 1 in 3 children seen for IA did not require further evaluation and could be immediately removed from the WL. Conclusion: Results indicate that implementation of a novel IA model was strongly associated with a decrease in WL volume for neurodevelopmental evaluations of school-age children. These findings support a “right-fit” approach to optimize clinical resources and improve access to neurodevelopmental evaluations.