NIH grant: From Early Intervention to Preschool: Investigating Social and Contextual Factors Influencing Service Access and Continuity for Children with Developmental Delays (1F30MD021084-01A1)

retained text

NIH grant 1F30MD021084-01A1: From Early Intervention to Preschool: Investigating Social and Contextual Factors Influencing Service Access and Continuity for Children with Developmental Delays
Institute: {'code': 'MD', 'abbreviation': 'NIMHD', 'name': 'National Institute on Minority Health and Health Disparities', 'admin_org_id': '12500036', 'admin_funding_url': ''}. PI: Karis  Gorak. Award: $46714.
Start: 2026-08-01T00:00:00.
Modified Project Summary/Abstract Section

The proposed project aligns with the mission of the NIMHD by investigating how family and contextual characteristics influence access to early developmental services for children with developmental delays and disabilities who experience barriers to accessing services. The project seeks to improve understanding of factors associated with continuity of developmental services during the transition from Early Intervention (EI) to preschool. This study focuses on the transition from Early Intervention (EI) services to preschool—a critical period for ensuring continuity of developmental supports for children with delays and disabilities. Although federal law mandates continued services under the Individuals with Disabilities Education Act, many children experience difficulties enrolling in preschool and receiving necessary services. Analyses from the completed quantitative component demonstrated substantial gaps in preschool enrollment and developmental service receipt among children who previously received EI services. This mixed-methods study examines how child, family, and system-level characteristics are associated with preschool enrollment outcomes. The completed retrospective review of clinical records identified demographic and contextual variables associated with preschool enrollment status. These findings now inform in-depth interviews with parents whose children received EI but are not enrolled in preschool. Multivariate analyses identified predictive associations, while qualitative interviews will explore family experiences related to communication, navigation, and coordination of care. The project has three major contributions: (1) It applies a mixed-methods approach to identify patterns in developmental service use and gaps in continuity; (2) It examines family-level and system-level characteristics, including insurance status, primary language, and household indicators, associated with transitions out of EI; and (3) It will identify opportunities to strengthen continuity of developmental services between Early Intervention and preschool. Through this research, the applicant will receive structured training in qualitative methods, advanced statistical analysis, and interdisciplinary research. The findings will inform future research and interventions aimed at strengthening developmental service pathways and contribute to the applicant's long-term goal of leading research that improves developmental outcomes for children with developmental delays and disabilities through academic medicine and health systems research.

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