Michael Conn-Powers, Indiana University Julia Rusert, University of Connecticut

1. 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

2. 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

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

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

5. Research Survey Studies • Part C Survey • Service Coordination Curriculum Survey • Parent Leader Survey • Parent ICC Survey

6. 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

7. 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

8. 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

9. Outcome Comparison

10. Center Logic Model

11. Long-term Outcomes Families acquire and/or maintain a quality of life to enhance their well being Families are able to meet the special needs of their child Children’s health and development is enhanced Families make informed decisions about services, resources and opportunities for their child Families have the support, knowledge and tools to address their individual needs Input Output Immediate Outcomes Intermediate Outcome State Policies and Infrastructure - context - values - 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 Child’s 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

12. Service Coordination Activities • Coordinating the Performance of Evaluations and Assessments • Facilitating and Participating in the Development, Review, & Evaluation of the IFSP • Assisting the Family in Identifying Available Service Providers • Coordinating and Monitoring the Delivery of Available Services • Informing Families of Available Advocacy Services • Coordinating with Medical & Health Providers • Facilitating the Development of a Transition Plan

13. Service Coordination Outcomes • Children and families receive quality service • Families are knowledgeable about the needs of their child • Families make informed decisions about services, resources, and opportunities for their child • Families have the support, knowledge, and tools to address their individual needs • Agencies and professionals are coordinated • Transitions are successful

14. 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

15. How do we package and present this data on Activities, Outcomes, & Practices ...

16. ... so that Service Coordinators actually use this information to enhance their practices?

17. Service Coordinator Toolkits • Checklists of Practices • Printed and Web-Based Resources • Helpful Tips • Video Demonstrations • Sample Forms and Informational Materials

18. For more information University of Connecticut A.J. Pappanikou Center For Developmental Disabilities 263 Farmington Avenue, MC6222Farmington, CT 06030USA Julia Rusert: Rusert@uchc.edu Phone: (860) 679-1500Fax: (860) 679-1571 Website: www.uconnucedd.org