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Social disadvantage and developmental diagnosis in pre‐schoolers
Author(s) -
Kayrouz Norma,
Milne Susan L,
McDonald Jenny L
Publication year - 2017
Publication title -
journal of paediatrics and child health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.631
H-Index - 76
eISSN - 1440-1754
pISSN - 1034-4810
DOI - 10.1111/jpc.13505
Subject(s) - medicine , disadvantaged , logistic regression , autism spectrum disorder , autism , odds ratio , odds , disadvantage , statistical significance , pediatrics , demography , psychiatry , sociology , political science , law
Aim To explore the association between social disadvantage and developmental diagnoses in pre‐school children. Methods Between 2012 and 2015, 845 pre‐school children were assessed by the Child Assessment Team at Campbelltown Hospital. A social worker interviewed 469 families and these children were eligible for inclusion in the study. Autism spectrum disorder ( ASD ) was confirmed in 290 children. Of those without ASD , 72 did not have global developmental delay ( GDD ) and were excluded from the study. The remaining 107 children with GDD were used as the comparison group. Social risk factors in the two groups were compared using χ 2 tests. Variables with statistical significance were then entered into a logistic regression. Results After logistic regression, children with ASD were more likely to be male ( odds ratio (OR) 3.1, 95% CI 0.195–0.529; P < 0.001) and their parents were more likely to have a clinically significant stress score (OR 1.3, 95% CI 0.334–0.992; P = 0.047). Children with GDD were more likely to live in a disadvantaged suburb ( OR 1.7, 95% CI 1.042–2.940; P = 0.034), more likely to have a sole parent ( OR 1.8, 95% CI 1.062–3.082; P = 0.029) and much more likely to have had involvement with child protection services ( OR 3.9, 95% CI 2.044–7.416; P < 0.001). Conclusions Children with GDD without autism were more likely to be disadvantaged and to have had contact with child protection services than children with ASD . This has implications for the assessment, early intervention and support services for children with disabilities and their families.