Multi-professional and multi-agency model PLUSS to facilitate early detection and support of pre-school children with neurodevelopmental difficulties - a model description

Berit M Gustafsson, Samina Steinwall, Laura Korhonen, Berit M Gustafsson, Samina Steinwall, Laura Korhonen

Abstract

Background: 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.

Methods: 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.

Results: 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).

Conclusions: 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.

Trial registration: Clinical Trials 2021, PLUSS identifier, NCT04815889 . First registration 25/03/2021.

Keywords: Child health care; Intervention; Multi-agency; Multi-professional; Neurodevelopment; Preschool; Preschool child; Service development.

Conflict of interest statement

The authors declare that the research was conducted in the absence of any non-commercial, commercial, financial, or personal relationships that could be construed as a potential conflict of interest.

© 2022. The Author(s).

Figures

Fig. 1
Fig. 1
Summary of the development process of the PLUSS model of care
Fig. 2
Fig. 2
The patient flow in the PLUSS model

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