Web-Based Training Module Intro to “Teaming Practices” in Early Intervention

1. Web-Based Training ModuleIntro to “Teaming Practices” in Early Intervention Developed by Toni Ledet, Ph.D. Sarintha Buras Stricklin, Ph.D. Mary Hockless, M.Ed.

2. Collaborating Partners DHH Office for Citizens with Developmental Disabilities The Arc Baton Rouge, Children’s Services First Steps Referral and Consulting, LLC Innovations in Education, State Interagency Coordinating Council SICC Comprehensive System of Personnel Development and Program Components Committees Special Note: As part of participating in the Louisiana “SpecialQuest” Initiative, materials from the SpecialQuest Multi-Media have been incorporated throughout this module.

3. Notes page and Handouts • Click view and then click notes page to review the supplemental information noted on selective slides in this presentation. • There are several handouts that are a part of this training module. Once you exit this presentation you will need to click on each handout and review prior to taking the post exam.

4. Learning Outcomes After completing this web-based training participants will • Consider the importance of teaming in early intervention • Recognize families as equal members of teams • Describe the characteristics of effectively functioning teams • Identify the advantages and disadvantages of the three team based models of early Intervention • Identify the components and benefits of transdisciplinary team-based model of early intervention

5. Throughout this training module you will be asked to reflect on the information shared to consider how you might use it in your personal and professional lives. • Opportunities for reflection support adult learning by helping participants internalize and generalize the content. You may want to have a journaling notebook to record your thoughts.

6. Post Exam • Participants in the training session will participate in a post exam. • The results of the test will provide feedback on what you have learned from the module and will provide EarlySteps with data on the effectiveness of the instructional content in this training module. • Note: E-learning will provide instructions for completing this exam.

7. View Video “Together We’re Better” Individual Reflection After watching the video reflect on the following questions and record your thoughts in your journal. • What stood out for you in the definitions of “teams”? • What were some of the themes that the families and service providers shared about their working together for infants and toddlers with disabilities and their families? • What examples did you hear or see of people working together to support the inclusion of infants and toddlers with disabilities and their families? • Are there any collaborative strategies that you have used in your work? • What ideas did you hear that might be helpful in your work as a team member?

8. Video “Together We’re Better”

9. Individual Reflection In your journal, identify a successful team you participated in and some of the characteristics of this team that made it successful.

10. How Do We Define Teams? • A team is a small number of people with complimentary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves mutually accountable (Katzenbach and Smith, 2003, p. 45) • A Collaborative Team can be defined as two or more people who share a common set of values, beliefs, and assumptions about education, children, families, and professionals (Giangreco, 1996) • The purpose of a team is to accomplish one or more necessary tasks or responsibilities that cannot be accomplished by individuals working alone. (Rees, 2001)

11. Individual Reflection As you consider these definitions, record in your journal what being part of a team means to you and to the children and families that are part of the team you work for

12. What is Teamwork? • “Teamwork is the act of two or more people working collaboratively to make something happen.” • “In teamwork people must communicate, collaborate, pass work along, fill in for others, make group decisions, brainstorm, and problem solve together.” • “Teamwork is a process; it is the very way people approach work.”

13. Team Considerations • We are members of lots of different teams; for example, program teams, management teams, community teams, Individual Family Service Plan Teams, and so on • The principles of teaming apply to all teams • A team needs to balance the completion of its work with the time, and effort needed to build the capacity to function well as a team • A team relies on the contributions of its individual members

14. Four Major Styles of Team Behavior

15. Contributor A task-oriented team member Willing and able to share knowledge and information Like to provide technical and clinical information to team members May frequently take on the role of “trainer” or “mentor” to new members Described as dependable, responsible, and helpful

16. Collaborator Goal-directed team member Helps others remain focused on the overall purpose, mission, and goal of the team Willing to extend themselves beyond their traditional boundaries of comfort areas Will do whatever is necessary to get the job done Do not mind working “behind the scenes” Willing to take on a variety of jobs and duties in order to meet a goal. Hard-working, flexible, open-minded and enthusiastic team members

17. Communicator Process-oriented team member Care more about team process than product Monitor interpersonal climate of the team and take measures to improve relationships among team members Take an active role in facilitating consensus building and conflict-resolution Helps to integrate new members and maintain positive interactions among existing members Take steps to ensure a supportive team environment

18. Challenger Questioning and critical team member Express their opinions honestly and directly Concerned with maintaining high ethical standards and high standards of quality Not afraid to express a dissenting opinion if they perceive a ‘higher’ good in doing so Willing to question authority and will not accept decisions simply because that’s the way it’s always been done Force the team to think in new ways Principles and candid – conscience of the team

19. Keep in mind… These categories are in no way fixed A given person may show different behaviors in different groups or different behaviors in the same group at different points in time However, most people “tend” to favor one of the four styles Successful teams have members with all different styles

20. Individual Reflection Reflect on the “styles” of individual team members Record in your journal your own style giving some specific examples of why you believe that to be so?

21. Team Considerations • Team members must pay attention to both • how the task gets done, and • what is happening to relationships in the group • Team membership may change, when this happens, teams need to rebuild themselves as a team • Teams may need to focus on different aspects of team functioning at different stages of their development • Team development needs to be ongoing

22. Tuchman’s Stages of Team Development

23. Team Forming Activities: Define the preliminary community need Define the people/agencies impacted by the need Define the geographical area to be served Define the core team members Hold an organizational/follow-up meeting Confirm membership/develop list

24. Team Storming Activities: What are we suppose to accomplish? What are our roles and responsibilities? How will we communicate and make decisions? Who’s in charge? When and how will we meet?

25. Characteristics of Norming Stage: Personal agendas are clear and the relationships that team members have with each other begin to deepen Team goals are set and action plans are being pursued Leadership roles are operational Communication, conflict resolution and meeting strategies are operational

26. Characteristics of Performing Stage: Team recognizes that no one member can do the team’s work alone Team is able to self-monitor and self-evaluate its work Team is able and willing to maintain and potentially expand its efforts even in the face of external pressures

27. Characteristics of Effective Teams

28. Characteristics of Effective Teams

29. Characteristics of Effective Teams

30. Characteristics of Effective Teams

31. Characteristics of Effective Teams

32. Characteristics of Effective Teams

33. Individual Reflection “What I bring to a team and what I need from a team” • First, record in your journal the unique characteristics, strengths, skills, experiences, or areas of expertise you bring to your team • Second, record any areas which you feel you need support from the team to perform at your best

34. Four Skills Necessary for Successful Teaming • Listening • Sharing • Supporting • Creating

35. As you view the video “ Teaming to Make a Difference” note in your journal, examples of listening, sharing, supporting and creating After watching the video take a moment to record some of your own examples of ways you have used these skills to support teaming View Video “Teaming to Make a Difference” Individual Reflection

36. Video “Teaming to Make a Difference”

37. Recapping: Teams Functioning Effectively Up-to-date knowledge and skill in own discipline and knowledge of other’s expertise/past experiences Mutually-agreed upon goals, agenda for every contact/ interaction Systematic communication (face-to-face; written; electronic) Time together to develop at least adequate work relationships based on trust and respect

38. The Need for Team-BasedEarly Intervention • Children have a wide range of disabilities • Need for Professional Expertise from many Disciplines • Families have complex needs • Need for professionals across disciplines to work together to assist and support

39. Team-Based Models of Early Intervention • Multidisciplinary Team-Based Model • Interdisciplinary Team-Based Model • Transdisciplinary Team-Based Model

40. The Multidisciplinary Team-Based Model of Early Intervention • Multiple professionals provide services to children and families • Services provided independently from assessment to intervention • Information is not necessarily shared across providers • May result in each developmental domain being treated separately without regard to how domains are interrelated

41. The Interdisciplinary Team-Based Model of Early Intervention • Multiple professionals provide services to children and families from assessment to intervention • However, information is shared with all team members • Generally done through an informal system of information sharing • Team members may learn from each other through incidental opportunities

42. The Transdisciplinary Team-Based Model of Early Intervention • Professionals from multiple disciplines with special expertise working together help children and their families accomplish identified outcomes • Professionals collaborate and provide integrated routines-based interventions in children’s natural environments • Critical value embedded in transdisciplinary practices is the exchange of competencies among team members.

43. The Transdisciplinary Team-Based Model of Early Intervention • Outcomes addressed by the team address the child’s need for participation in a variety of activities at home, child care and other community environments not predetermined by professional services such as physical therapy or special instruction • Outcomes are addressed by the whole team, rather than individual services provided to a child • In this model, team members work together systematically to share information, transfer roles, and work across disciplinary boundaries; they learn from one and another and work with the family and child in an integrated manner.

44. The Transdisciplinary Team-Based Model of Early Intervention • One “key” person takes the lead in coordinating activities to meet outcomes • Other team members share knowledge and skills • The “key” provider is the primary service provider • Family centered support may be provided more efficiently when a primary early interventionist, assisted by the other members of the team, is the regular contact for the family

45. The Transdisciplinary Team-Based Model of Early Intervention • The primary interventionist makes regular visits with the child and family and may make joint visits with other team members serving in a consultative role • The Primary Service Provider is the individual working directly with a child through interaction with the transdisciplinary team who provide consultation, modeling, training, technical assistance, and feedback to meet the child’s outcomes • The interventions provided by the primary service provider will focus on the whole child and family

46. Individual Reflection Reflect on the “Team Based Models of Early Intervention” described in the literature Record in your journal what models you have participated in and note additional advantages and disadvantages you may have experienced

47. 5 Components of Transdisciplinary Team-Based Model 5 Components of Transdisciplinary Team-Based Model

48. Process of “Role Release” Role Support Role Release Role Exchange Role Expansion Role Enrichment Role Extension

49. Process of “Role Release” Role Support Role Release Role Exchange Role Expansion Role Enrichment Role Extension

50. Process of “Role Release” Role Support Role Release Role Exchange Role Expansion Role Enrichment Role Extension