The Early Intervention Colorado (EI-CO) Participant Characteristics, Service Use, and Outcomes, Colorado, 2014-2016 data was collected in part as part of the Individuals with Disabilities Act (Part C) statewide early intervention (EI)
systems for infants and toddlers with, or at risk for, developmental
delays. The purpose of gathering these data was to describe children's
diagnostic, social, and functional characteristics associated with
access and use of core EI services. The data is based on administrative information and was created in collaboration with a community partner in a large, urban EI program in Colorado, focusing on the EI population served by the program over approximately a 2 year period.
The database utilized the electronic data collected through the program for 2045 cases. It contains 44 variables; including child characteristics/demographics: race, ethnicity, language, sex, age, and developmental condition type, as well as EI service receipt, and Child Outcomes Summary (COS). In addition a number of variables were derived that could be of importance to EI stakeholders when conducting clinical queries for quality improvement including EI service use intensity (i.e., hours per month) for all EI services, as well as discipline-specific (e.g., physical or occupational therapy) service use.
EI service use was described according to the number of core services (sum of discipline-specific services received), number of EI hours, and duration of EI service (in months) and EI intensity (the number of all EI service hours per month). EI service use was also described by core discipline: Physical Therapy, Occupational Therapy, Speech Therapy, Psychology, or Developmental Intervention. For each core discipline, the researchers estimated 1) "any" discipline-specific service and 2) discipline-specific service intensity.
Child Outcomes Summary (COS) are included in the data as well. COS is used by most states and measures functional performance for the purposes of EI care plan development and outcomes monitoring. COS scores have the potential to be a marker for discipline-specific EI service need and reflect difficulty with functional domains (e.g., cognition). COS scores are based on the EI team consensus are are related to 1) having positive social relationships, 2) acquiring and using knowledge and skills, and 3) taking appropriate action to meet needs. Each COS score is on a 7-point scale, from 1=Very Early Skills (i.e., child does not use any immediate foundational skills related to this outcome) to 7=All Skills Expected (i.e., there are no concerns about the child's function in this area). View Full Profile