The Role of Related Service Providers in Child Outcomes

MeasurementBarbara Hanft, Developmental Consultant

Patrice Linehan, IDEA PartnershipToby Long, APTA

Sandra Schefkind, AOTASharon Willig, ASHA

September 22, 20091

Introductions

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What we will cover:

--How OTs, PTs, and SLPs participate in child outcomes measurement

--Challenges

--Solutions/resources3

Three child outcomes to measure for federal reporting:

Positive social emotional skills (including positive social relationships)

Acquisition and use of knowledge and skills (including early language/ communication [and early literacy])

Use of appropriate behaviors to meet their needs

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How do OTs, PTs, and SLPsparticipate in outcomes measurement?

• Participate in the assessment for outcomes measurement

• Take part in a team assessment• Provide information for a functional

assessment• Help determine age level of child’s

functioning

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The issues

1. Assessing young children

2. OTs, PTs, and SLPs as part of a team

3. OTs', PTs’, and SLPs’ role in Part C/B settings

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1. Assessing young children

Challenges • Completing functional assessment in natural

environments vs. domain specific assessment (often requires standardized administration)

• Understanding the tools and requirements regarding assessment of young children for program eligibility vs. IFSP/IEP development and intervention planning

• Data collection for federal accountability (OSEP outcomes) of program effectiveness

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2. The OTs, PTs, and SLPs as part of a team

Challenges: • OTs, PTs, and SLPs may not see themselves as a team

member when they are paid as a contractor to see specific children and are not reimbursed for team time

• OTs, PTs, and SLPs are asked to write goals and objectives for a child’s IFSP/IEP without ever seeing the child- this violates professional ethics/standards

• Primary provider model in EI uses one practitioner to implement an IFSP/IEP developed by a team; primary provider always has continued access/consultation from other team members 8

3. OTs’, PTs’ and SLPs’ role in Part C/B settings

Challenges• OTs’, PTs’ and SLPs’ professional preparation is from

“cradle to grave” with an emphasis on individual development; specifics of EI setting and accompanying legal requirements and best practices vary among professional programs

• OTs, PTs and SLPs are trained as specialists in specific discipline-oriented domains rather than across domains

• OTs, PTs and SLPs need support to understand the components of family centered care versus child centered services 9

Solutions/Resources

• What professional organizations are doing

–AOTA

–APTA

–ASHA

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Solutions/Resources

What state/local agencies can do• Clarify the multiple purposes for assessment and how to

use various assessment methodologies and tools• Support teamwork via coaching, mentorship and providing

resources re: primary provider model• Establish reimbursement and professional development

initiatives that encourage all practitioners in Part C to support families– not only provide direct 1:1 services to children

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Professional organizations together

• ASHA, AOTA and APTA support IDEA and best practices related to teaming, family centered care and child outcomes measurement.

• Professional organizations have developed early childhood resources for members and state/local administrators.

• All practitioners need to understand the different purposes for assessment, and use appropriate methods and tools for each.

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Q and A

Questions for our panelists?

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