The Role of Related Service Providers in Child Outcomes Measurement

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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