UNDERSTANDING AND ADDRESSING THE CHALLENGES OF DISABILITY
Developmental Stages of Developmental Screening: Steps to Implementation of a Successful Program
Jennifer A. Pinto-Martin, PhD,
Margaret Dunkle, BA,
Marian Earls, MD,
Dane Fliedner, MD and
Cynthia Landes, MPH, MA
Jennifer Pinto-Martin is with the University of Pennsylvania School of Nursing, Philadelphia, and the Pennsylvania Center for Autism and Developmental Disabilities Research and Epidemiology, Philadelphia. Margaret Dunkle is with the Department of Health Policy, School of Public Health and Health Services at The George Washington University, Washington, DC. Marian Earls is with Guilford Child Health, Inc., Greensboro, NC, and the Commonwealth Fund Assuring Better Child Health & Development (ABCD) Project, New York, NY. Dane Fliedner is with the Childrens Clinic, Long Beach, Calif. Cynthia Landes is with the Cedar Sinai Medical Center in Los Angeles, Calif,
Correspondence: Request for reprints should be sent to Jennifer Pinto-Martin, PhD, Professor, University of Pennsylvania School of Nursing, Director, Center for Autism and Developmental Disabilities, Research and Epidemiology, NEB Room 436, 420 Guardian Dr, Philadelphia, PA 19104 (e-mail: pinto{at}nursing.upenn.edu).
Through the use of 2-stage screening strategies, research studieshave shown that autism spectrum disorders and other developmentaldisabilities can now be detected reliably and with greater validityand in children as young as 18 months of age. Screening anddiagnostic practices in the medical and educational arena lagfar behind clinical research, however, with the average patientage at time of diagnosis being 3 to 6 years.
We discuss the challenges of instituting universal developmentalscreening as part of pediatric care and present 2 models ofexisting or planned programs of early screening for autism spectrumdisorder and developmental disability (1 in a community-basedsetting and 1 in a pediatric setting), and discuss the prosand cons of the different strategies.
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