teaming and team meetings. objectives to understand the characteristics of team based early...
TRANSCRIPT
Teaming and Team Meetings
Objectives
• To understand the characteristics of team based early intervention
• To understand who is on the early intervention team
• To understand the role of the team members • To understand team meetings
Team-Based Early Intervention
What it looks like: What it doesn’t look like:
Characteristics of Team Based Early Intervention
4
Component Multidisciplinary Team-Based Early Intervention
Team Interaction Team members recognize the importance of contribution from several disciplines.
Team members engage in learning and coaching to develop broad expertise to improve a child’s participation across family’s activity settings.
Communication Typically informal; members may not think they are part of a team.
Team members meet regularly to participate in coaching interactions including reflection and feedback.
Adapted from Pletcher, Lynda. FIT Program: The Transdisciplinary Team Approach. (2012).
Characteristics of Team Based Early Intervention
Adapted from Pletcher, Lynda. FIT Program: The Transdisciplinary Team Approach. (2012). 5
Component Multidisciplinary Team-Based Early intervention
IFSP Development Members develop separate plans for intervention within their own disciplines.
Team Members and family develop plan together based on functional assessments and outcomes to support participation. The family is valued as an active member with decision-making role.
IFSP Implementation Implemented separately by disciplines and separate visits by disciplines.
Team Lead works most frequently with the family. Team members coach the Team Lead to implement the plan across activity settings and may coach family on joint visits.
Coaching
• Building the capacity of care providers to promote child learning and development in family, community, and early childhood settings
• Occurs between team members to expand a practioner’s ability to reflect upon and learn from their practices
Fundamental Characteristics of Teaming Practices
• Use a defined team • Select a Team Lead as the team liaison to the
family • Provide team support for the Team Lead
Adapted From: Shelden, M.L.. & Rush, D.D. (2013). The Early Intervention Teaming Handbook. Baltimore, MD: Paul H. Brookes Publishing Co.
AzEIP Core Team
DSI
SLP
PT
OT
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Service Coordinator
Early Intervention Team
SC
Other IDEA, Part C Services – Assistive technology– Audiology– Family training, counseling, and home visits– Health services necessary to enable the child to benefit from another
early intervention service– Medical services only for diagnostic or other evaluation purposes– Nursing– Nutrition– Transportation and related costs necessary for child and family to
receive early intervention services– Vision services– Sign language and cued language
Equal Representation
Team Lead
• Who is a Team Lead?• How is a Team Lead identified?• What is the role of a Team
Lead?
A Team Lead is. . .
PT OT SLP DSI
Psychologist Social Worker ASDB Vision
SpecialistASDB Hearing
Specialist
A Team Lead Is Chosen • At the IFSP meeting by the IFSP team, which
includes the parents• Looking at the long – term needs• Using a process according to four factors
1. Parent/family 2. Child 3. Environmental 4. Practitioner
Shelden, M.L.. & Rush, D.D. (2013). The Early Intervention Teaming Handbook. Baltimore, MD: Paul H. Brookes Publishing Co.
The Role of a Team Lead is to. . .
• Act as a liaison to the family and team • Interact with the family most often • Promote child participation within routines
and activities• Receive team support• Have scheduling that is flexible, activity based
and includes bursts of service
Dual Role
Not just DSI/SC
DDD Service Coordinators
• Service Coordinator on the team • Provide dedicated service coordination only• DDD/ALTCS • Targeted Case Management (AHCCCS eligible)• Access Non-Contracted Services • Participate in Team Meetings
ASDB Hearing and Vision Specialists(formerly Outreach Coordinator or Certified Parent Advisor)
ASDB Hearing and Vision Specialists are generally certified Teachers of the Deaf or Teachers of the Visually Impaired, qualified to provide:•Service Coordination•Special Instruction•Vision Services: Functional Vision Assessment, Orientation and Mobility•Sign Language and Cued Language
Implementation of Teams
1. All team members must be available as Team Lead
2. Attendance at team meetings 3. Team Lead selection process4. Joint Visits 5. Infrequent change of Team LeadShelden, M.L.. & Rush, D.D. (2013). The Early Intervention Teaming Handbook. Baltimore, MD: Paul H. Brookes Publishing Co.
Team Meetings
Who should attend?
Do we talk about every family EVERY week?
What if I can’t be there?
How is ASDB involved?
How is DDD involved?
How are parents
involved?
What if I need to talk about a child/family
NOW?
What if I work with multiple AzEIP teams?
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Team Meeting
Opportunity for team members to:• Collaborate• Coach one another• Share information/Updates• Brainstorm
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Team Meetings
• Weekly • Includes the following individuals: –Core Team Members –DDD and ASDB service coordinators–Non-core team members, as
appropriate
Role of the Facilitator• Pre-publish the agenda • Ensure all items are addressed • Start and stop the meeting on time • Maintain timeframes for each item • Ensure coaching interactions reflect – AzEIP Mission and Key principles – Evidence-based practice – Child and family outcomes – Family priorities and concerns
• Document discussions
Family ParticipationThe family is invited to participate in
Team Meetings regarding their family• In person • By Phone • Team Lead reports back to family
Agenda
• Pre-IFSP activities• Primary Coaching Opportunities• Quarterly Updates• Scheduling
Sample Agenda
Quarterly Meetings
Intended to ensure that each family and each IFSP Team has the access and opportunity to involve the other core team disciplines in strategizing and problem-solving on behalf of the family.
Documentation of Quarterly Meetings
Coaching in Team Meetings
• Purposeful • Prepared • Documented
Things to Consider
• Employment vs Sub-Contracting • Ensuring use of evidence-based practices by
all team members • Training expectations of core team• Importance of working with ASDB and DDD• Time and location of team meetings• Building culture and trust within teams
Resources • www.coachinginearlychildhood.org
• http://ectacenter.org/
• www.azdes.gov/azeip
• www.nau.edu/sbs/ihd/programs/asdtp
Shelden, M.L.. & Rush, D.D. (2013). The Early Intervention Teaming Handbook. Baltimore, MD: Paul H. Brookes Publishing Co.