A Logic Model for the Effective Implementation of Service Coordination: Culmination of Five Years of Research

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A Logic Model for the Effective Implementation
of Service Coordination Culmination of Five
Years of Research

• Michael Conn-Powers, Indiana University
• Julia Rusert, University of Connecticut
• Research and Training Center on Service
  Coordination
• University of Connecticut Health Center

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Agenda

• Brief Overview and History
• Activities of Service Coordination
• Outcomes of Service Coordination
• Practices of Service Coordination
• Tool Kits Intersection of Activities, Outcomes,
  and Practices

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Center Principles

• Collaborative model of integrated activities
• Families are an integral component
• Stakeholders contribute to all phases
• Use of a Participatory Research Model

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Center Framework
Family
Service Provision
System Administration
Status
I.
Outcomes
II.
Recommended Practices
III.
Measurement
IV.
Training Model
V.
VI.
Dissemination
Surveys
Focus Groups
Delphi Technique
OutcomeMeasurement
Validation Studies
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Research Survey Studies

• Part C Survey
• Service Coordination Curriculum Survey
• Parent Leader Survey
• Parent ICC Survey

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Focus Groups and Delphi Studies

• Focal States
• Connecticut, Indiana, Massachusetts, North
  Carolina
• Two rounds of Focus Groups and Delphis
• Parents
• Service Providers
• Service Coordinators
• Program Administrators
• Physicians
• Childcare Providers
• Identify Outcomes and Practices of Effective
  Service Coordination

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National Surveys

• Parent/Practitioner Design
• Identified Outcomes of
• Natural Environment
• Service Coordination
• Early Intervention
• Family Survey Design
• Identified Experiences with
• Early Intervention
• Natural Environment
• Service Coordination

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Interviews

• Focal States
• Connecticut, Indiana, Massachusetts, North
  Carolina
• Additional States
• Arizona, Utah, Washington
• Family Members in Early Intervention
• Family Members Service Coordinator
• Identify Outcomes and Practices

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Outcome Comparison
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Center Logic Model
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Input
Output
Immediate Outcomes
Intermediate Outcome
State Policies and Infrastructure - context - valu
es - lead agency - funding - training - case
loads - service delivery options
Children and families receive quality service
Service Coordination Model - type - finance - case
loads - personnel standards
Agencies and professionals are coordinated
Children and families receive appropriate
supports and services that are coordinated,
effective and individualized to their needs
Local Collaborative Practices - collaborative
structures - personnel standards - team model
relationships
Community Resources, Services and
Supports - rural, suburban, urban - early
childhood programs - early childhood learning
opportunities - family support mechanisms - family
/child services - financial infrastructure
Child Eligible for Part C Childs Family
Transitions are successful
Families are knowledgeable about the needs of
their child
Child and Family Characteristics - ethnicity,
culture and primary language of family - age of
child and others in family - developmental needs
of child - support needs of family - SES of
family - family/child enrollment in
programs - location
Service Coordinator Tasks - coordinate
evaluations and assessments - IFSP - assist
family with service providers - coordinate and
monitor services - inform families on
advocacy - coordinate medical and
health - transitions
Service Coordinator - values - background -
training - years experience - skills
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Service Coordination Activities

1. Coordinating the Performance of Evaluations and
   Assessments
2. Facilitating and Participating in the
   Development, Review, Evaluation of the IFSP
3. Assisting the Family in Identifying Available
   Service Providers
4. Coordinating and Monitoring the Delivery of
   Available Services
5. Informing Families of Available Advocacy Services
6. Coordinating with Medical Health Providers
7. Facilitating the Development of a Transition Plan

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Service Coordination Outcomes

1. Children and families receive quality service
2. Families are knowledgeable about the needs of
   their child
3. Families make informed decisions about services,
   resources, and opportunities for their child
4. Families have the support, knowledge, and tools
   to address their individual needs
5. Agencies and professionals are coordinated
6. Transitions are successful

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Service Coordination Practices

• Help Giving
• Provide info/Access supports (Participatory)
• Provide support/encouragement (Relational)
• Collaboration
• Communication among team members
• Collaboration with community organizations
• Administration
• Administrative duties (paperwork)
• Professional development

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How do we package and present this data on
Activities, Outcomes, Practices ...
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... so that Service Coordinators actually use
this information to enhance their practices?
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Service Coordinator Toolkits

• Checklists of Practices
• Printed and Web-Based Resources
• Helpful Tips
• Video Demonstrations
• Sample Forms and Informational Materials

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For more information
University of Connecticut A.J. Pappanikou
Center For Developmental Disabilities 263
Farmington Avenue, MC6222Farmington, CT
06030USA Julia Rusert Rusert_at_uchc.edu Phone
[phone]Fax [phone] Website
www.uconnucedd.org