Delayed Evaluation, Diagnosis, and Treatment of Childhood Disorders

Abstract

Abstract The early identification and treatment of neurodevelopmental disorders is consistently associated with better long-term outcomes. During the COVID-19 pandemic, children were less likely to be screened for developmental delays by pediatricians, teachers, and school evaluation teams. Diagnosis of learning disorders, which uniquely requires evidence from standardized academic achievement assessments, has become especially complex, given the changes in academic instruction and the school environment. Changes in the psychosocial environment have complicated diagnosis of autism, attention-deficit/hyperactivity disorder, and language disorders. Children who have significant developmental delays are presenting later for clinical evaluation, and needed interventions have been deferred. When interventions were initiated, there were often changes in evidence-based service delivery, either by reduced provider availability or by changes in service delivery to adhere to public health guidelines. Delayed diagnosis and treatment of neurodevelopmental disorders has significant implications for an individual child’s long-term functioning but also has broader sociological and economic consequences.