Department of Psychiatry and Rehabilitation, Psychiatric Clinic, Högland Hospital, Region Jönköping County, Jönköping, Sweden.
Department of Child and Adolescent Psychiatry and Department of Biomedical and Clinical Sciences, Linköping University, Linköping, Sweden.
BMC Health Serv Res. 2022 Mar 30;22(1):419. doi: 10.1186/s12913-022-07815-8.
Neurodevelopmental difficulties, such as problems in social inter-relatedness, communication, motor coordination, and attention, are frequent in preschoolers and constitute a risk for later negative consequences. This article describes the development of a multi-professional and multi-agency model, PLUSS, to facilitate care and interventions for preschoolers with neurodevelopmental difficulties.
The PLUSS model was developed for children aged 1.5-5 years with a need for a further assessment of neurodevelopmental symptoms. The model is evaluated using a quasi-experimental study design along with qualitative interviews that study preschool teacher, and parent experiences of PLUSS. Outcomes of interest are a) implementation, b) effectiveness related to processes and multi-agency collaboration, c) capacity building among professionals, d) child-related outcomes with a longitudinal follow-up as well as d) parental wellbeing and satisfaction.
The model was launched in 2019 and so far, approximately 130 children have been assessed. Results from a pilot study with 62 children (27-72 months; boys: girls 2.65:1) show that the total mean SDQ score in parental rating was 15 ± 6 and in preschool teacher ratings 14 ± 7, exceeding the Swedish cut-off of 12. 54 parents have participated in parental training and rate high levels of satisfaction (mean score 4.5, max 5.0). In addition, 74 pre-school professionals have been trained in early signs of neurodevelopmental difficulties to facilitate early detection. Feedback from participants indicates high satisfaction with educational activities (mean score 4.2, max 5.0 = very satisfied).
The pilot study shows that the screening procedure can detect children with clinically significant problems. In addition, participant satisfaction is high in parent- and preschool teacher training. The longitudinal study approach enables both child follow-up and evaluation of interventions provided by the working model.
Clinical Trials 2021, PLUSS identifier, NCT04815889 . First registration 25/03/2021.
学龄前儿童经常出现神经发育困难，如社交互动、沟通、运动协调和注意力方面的问题，这些问题构成了日后出现负面后果的风险。本文描述了一种多专业和多机构模式（PLUSS）的发展，旨在为有神经发育困难的学龄前儿童提供便利的护理和干预。
PLUSS 模式针对 1.5-5 岁需要进一步评估神经发育症状的儿童而开发。该模式通过准实验研究设计和定性访谈进行评估，研究了学前教师和家长对 PLUSS 的体验。感兴趣的结果是：a）实施情况，b）与过程和多机构合作相关的有效性，c）专业人员的能力建设，d）儿童相关结果以及纵向随访，以及 d）父母的幸福感和满意度。
该模式于 2019 年推出，迄今为止，已有约 130 名儿童接受了评估。对 62 名儿童（27-72 个月；男孩：女孩 2.65:1）进行的一项试点研究的结果表明，在父母评分中，SDQ 总分的平均值为 15±6，在学前教师评分中为 14±7，超过了瑞典的 12.54 分。有 54 名家长参加了家长培训，并对培训的满意度评价很高（平均得分为 4.5，最高得分为 5.0）。此外，74 名学前专业人员接受了早期神经发育困难迹象的培训，以促进早期发现。参与者的反馈表明，他们对教育活动的满意度很高（平均得分为 4.2，最高得分为 5.0=非常满意）。
试点研究表明，筛选程序可以检测出有临床显著问题的儿童。此外，家长和学前教师培训的满意度很高。纵向研究方法使儿童随访和对工作模式提供的干预措施的评估成为可能。
临床试验 2021，PLUSS 标识符，NCT04815889。首次注册日期：2021 年 3 月 25 日。
