Download - Integration Through Consultation in Service Provision Robin McWilliam Vanderbilt University
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Integration Through Consultation in Service
Provision
Robin McWilliam
Vanderbilt University
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Organizing Services to Promote Teamwork
Consultative approach vs. Assuming everyone is a direct
interventionist with the child
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Objectives
Incremental method of making service decisions
Primary service provider approach Most effective methods of providing
services in child care Home visiting practices
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The Incremental Process for Deciding on Services Who is the Primary Service Provider for Roberta? Can she address Outcome 1?
• Does she need help?• From whom?• How often?
(“Address”: Support the family in interventions to address Outcome 1)• Support = emotional, material, informational (incl. what to do with
the child) If anyone is added to the team, then the next question is… Can the PSP, with the help of the team member already
helping her, address Outcome 2?
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Jessie’s Outcomes for Dillon
1. No more biting2. Use words and other alternatives to actions to get what
he wants (leaving, transitions at school, other activities)3. Focus on activity longer (snack/lunch, story, teacher-led
activities, FP, table-top)4. Information about toe turning in and other medical
resources5. Make transitions more smoothly6. Using spoon without turning over (breakfast and other
meals)7. Help with undressing (bath time)8. Change housing to place with land and safe
neighborhood
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Primary Service Provider Approach
1996
2007
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Problems With the Multidisciplinary Model
Imply that interventions for the child occur during the home visits
Imply that the family needs massive doses of demonstration
Separates child functioning into domains Requires much family time Allocates scarce resources
inappropriately
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Transdisciplinary Service Delivery Multidisciplinary: Different specialists do their own thing, from
assessment to intervention Interdisciplinary: Different specialists do their own thing but
exchange information and plan together Pure transdisciplinary: One primary specialist works with the
family and receives consultation from other specialists Modified transdisciplinary: One generalist (e.g., “family
resource coordinator,” “early interventionist”) is the primary service provider, receiving consultation from specialists
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Definition
One professional provides weekly support to the family, backed up by a team of other professionals who provide services to the child and family through joint home visits with the primary service provider. The intensity of joint home visits depends on child, family, and primary-service-provider needs.
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How the Primary-Service-Provider Model Works
PSP only
PSP with colleague
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Reasons Integrated (Transdisciplinary) Services Are Appropriate
All the child-level intervention occurs between visits (i.e., the purpose of sessions is to provide informational support to regular caregivers).
There’s more than one way to skin a cat (i.e., no specific intervention is so necessary that a normalized alternative can’t be found).
Therapy and instruction are not tennis lessons (i.e., children cannot transfer therapy-time skills to nontherapy times).
Not every need requires a service.
More is not necessarily better.
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Myths About the PSP Model
People of one discipline are practicing another discipline• “I’m a speech-language pathologist; I can’t do
occupational therapy.”
• “She’s a speech-language pathologist; she can’t do occupational therapy.”
The model violates scope of practice, licensure, or ethics
Children don’t get services Children get less intervention
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Multidisciplinary Time Allotment
Monday Tuesday Wednes-day
Thursday Friday
X X X X X
X X X X X
X X X X X
X X X X X
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The Numbers
20 visits 20 children
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Transdisciplinary Time Allotment
Monday Tuesday Wednes-day
Thursday Friday
P P P P P
C C C C C
C C C C C
C C C C C
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The Numbers
20 visits (same $!) 5 children as PSP 15 children consulting
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In 1 month…
Multidisciplinary = 20 children Transdisciplinary = 5 as PSP
15 as consultant X 4 weeks = 60 children
= 65 children
Same $!
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2-Year-Old With Down SyndromeCombining PSP and Blended SC
OT once a week ($65) PT once a week ($65) SLP once a week ($65) Special instruction once a
week ($45) Subtotal x 50 weeks =
$12,000 Service coordination
twice a year ($280/yr.) Total = $12,280/yr.
Service coordinator/
Interventionist once a week ($65)
Other specialist twice a month—generous! ($130/mo.)
Total = $4,810
Add more as necessary
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2-Year-Old With Down Syndrome PSP and Dedicated SC
OT once a week ($65) PT once a week ($65) SLP once a week ($65) Special instruction once a
week ($45) Subtotal x 50 weeks =
$12,000 Service coordination
twice a year ($280/yr.) Total = $12,280/yr.
Interventionist once a week ($65)
Other specialist twice a month—generous! ($130/mo.)
Service coordination twice a year ($280/yr.)
Total = $5,090
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Conclusions With the PSP approach, generalists spend most of their time seeing
their own families, and specialists spend most of their time seeing others’ families
Generalists are sometimes specialist consultants to other PSPs Specialists are sometimes PSPs The problem with dedicated service coordination is that services are
generally fragmented and using a multidisciplinary approach and therefore expensive
Furthermore, you have to pay for the SC on top of all the other services Don’t get me started on cost models for evaluations! What would we do with the money saved?
• Increased intensity for families who need more of their PSP’s time• Hire more people to be PSPs• Pay providers better—but then expect commensurate performance• Provide training to ensure the model continues to work• Provide educational materials for referral sources and families
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What Would We Do With the Money Saved? Increase intensity for families who need more of their PSP’s
time Hire more people to be PSPs Pay providers better—but then expect commensurate
performance Provide training to ensure the model continues to work Provide educational materials for referral sources and families Fund developmentally and individually appropriate child care
opportunities for children who need intensity family’s can’t provide
There are so many needs, it’s ridiculous NOT to find ways to contain costs that happen to serve families well!
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Collaborative Consultation to Child Care
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The Four Contexts of Teaching
McWilliam, R. A., de Kruif, R. E. L., & Zulli, R. A. (2002). The observed construction of teaching: Four contexts. Journal of Research in Childhood Education, 16, 148-161.
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Rules of Consultation
1. Work in the classroom (don’t pull the child out)2. Establish ground rules with the teachers3. Respect whose turf you’re on4. Aim to make routines more successful for
teachers and the child5. Communicate during the activity6. Position yourself to model and to observe7. Model incidental teaching8. Aim for child engagement, independence, and
social relationships9. Debrief before leaving10. Make friends with the teachers
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Sucking Up Behaviors
Sniff out poopy diapers Clean up after an activity Distract a disruptive child Bring in something of personal interest to
the teacher If meeting at lunch, bring lunch
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Integrated Specialized Services
DEFINITION
When therapy and specialized instruction occur in the classroom with other children usually present, and in the context of ongoing routines and activities.
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Continuum of Service Delivery Models
1-on-1 pull-out Small-group pull-out 1-on-1 in classroom Group activity Individualized within routines Pure consultation
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Research Findings
Individualized within routines most effective, followed by group activity
4 times as much communication occurs in in-class methods vs. out-of-class methods
It’s not just a location issue
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Research Findings (cont.)
Teachers more satisfied with integrated than pull-out• Especially when they like the therapist
It can take parents over a year to acknowledge the benefits, if they are predisposed to segregated models
ECSE is the most integrated, followed by OT
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Research Findings (cont.)
Most practitioners say their choice of method depends on the child
In fact, after controlling for• Discipline
• Goals worked on
• Family choice of method
• Teacher characteristics
Child characteristics accounted for only 10% of the variance in choice
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How Does Incidental Teaching Work?
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What Outcomes/Goals Can Be Addressed?
Any, but the most functional ones are those that have applicability in the context where you’re trying to use incidental teaching.• What kinds of outcomes can be well addressed during
circle time?
• Meals?
• Free play?
• Outside?
• Story?
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What Does More Engagement Mean?
Get the child to spend more time engaged in whatever you’re reinforcing.
Object: More time. Why is is sometimes helpful for children
to spend more time engaged during something?
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What Does Higher Engagement Mean?
Get the child to increase the complexity of his or her behavior on the same topic
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Engagement Complexity
Persistence Sophisticated engagement
Symbolic play/lang.
Encoded behavior
Constructive behavior
Differentiated participation Differentiated
Focused attention Focused attn.
Undifferentiated behavior Unsophisticated engagement
Casual attention
Nongengagement Nonengagement
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Home visiting practices
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VHVS: The Questions
1. How have things been going?
2. Do you have anything new you want to ask me about?
3. Outcomes in priority order
4. Is there a time of day that’s not going well for you?
5. How is [family member] doing?
6. Have you had any appointments in the past week? Any coming up?
7. Do you have enough or too much to do with [your child]?
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Behavioral Consultation in the Context of Support-Based Home Visits
How’s it goingw/Outcome 1? Child still
not doing it
Getting better
Fine
Get detailed description
Ask for demo of child func., if nec.
Ask-to-SuggestHow’s intervention going?
Implementing
Description
Demo by parent?
Refineskill
Tweakimpl.
Not implementing
Hard to fit in Child not responding
Forgot
Changeinterv orroutine Change
orpersist
Trymatrix
Offer to demo(8 modeling
steps)
Get det. descrip
Need help?
Yes
No
Up theante
End interv.?
Yes
No
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Emotional, Material, & Informational Support (Suggestions)
Written Intervention Procedures
Perf.-Based
Feedback
Intr
usiv
enes
s
Collaborative Eval.of Effectiveness
Collaborative Eval.of Effectiveness
R esp on se to Sup p ort
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Take-Home Messages
Begin with one service provider and add providers only as necessary
Practice teamwork with a primary service provider
Use individualized within routines in child care On home visits, focus on building parents’
competence and confidence to intervene between visits