Family Service Coordination

The Family Services Coordination Toolkit is located under Training and Information Material in the navigation.

Feel free to print and/or copy any original materials contained in this packet. KITS has purchased the right to reproduce the copyrighted articles included in this packet. Any additional duplication should adhere to appropriate copyright law.

The example organizations, people, places, and events depicted herein are fictitious. No association with any real organization, person, places, or events is intended or should be inferred.

_{Compiled by Vera Lynne Stroup-Rentier and David P. Lindeman April 2003}

_{Kansas Inservice Training System}

_{Kansas University Center on Developmental Disabilities}

_{Adapted for accessibility and transferred to new website October 2022}

_{Kansas Inservice Training System is supported though Part C, IDEA Funds from the Kansas Department of Health and Environment.}

_{The University of Kansas is and Equal Opportunity/Affirmative Action Employer and does not discriminate in its programs and activities. Federal and state legislation prohibits discrimination on the basis of race, religion, color, national origin, ancestry, sex, age, disability, and veteran status. In addition, University policies prohibit discrimination on the basis of sexual orientation, marital status, and parental status.}

Table of Contents

Letter from the Director

Introduction to Family Service Coordination

Strategies for Family-Centered Service Coordination

Using a Problem-Solving Approach in Family Service Coordination

Resources, References and Websites

Packet Evaluation

Letter from the Director

April 2003

Dear Colleague,

Family Service Coordination is one of the underpinnings critical in early intervention services. Since the challenge of family service coordination can sometimes be daunting, this packet has been provided to you, as an Infant/Toddler Coordinator, to share with your staff. The information about appropriate practices in family service coordination should assist you and your staff in providing optimal early intervention services.

We hope you will find that the packet contains helpful information. After you have examined the packet, please complete the evaluation found at the end of this packet. Thank you for your interest and your efforts toward the development of quality services and programs for young children and their families.

Sincerely,

David P. Lindeman, Ph.D.

KITS Director

Back to top of page

Introduction to Family Service Coordination

The provision of a family service coordinator for infants and toddlers with disabilities is one of the unique features of the Part C legislation (P.L. 104-17). Family service coordination sets a precedent that has dramatically changed the philosophy and delivery of services for young children and their families. The fields of early intervention/early childhood special education view the child in the context of the family, focusing on strengths and resources of the family and not the deficits or weaknesses of the child. The fields also recognize the family as an equal team member and central decision-maker, rather than the team of professionals and service delivery personnel. With the recognition of the family’s role in decision-making, systems have initiated change that accommodates and coordinates the needs and interests of families.

Family service coordination in early intervention is a fundamental component of an effective service delivery system. It has become the cornerstone of effective IFSPs, services and partnerships between families and service providers (Rosin, Whitehead, Tuchman, Jeisen & Begun, 1993). Effective family service coordination is contingent on a good match between families’ needs and the services available to them. The family service coordinator is responsible for assisting a family in coordinating services across agencies and people, assisting in obtaining needed services (adequate housing, child care, respite services) and helping a family to understand and exercise their rights.

Family Service Coordination in Kansas - What Does the Law Require?

In Kansas, the individual who provides family service coordination is referred to as the “Family Service Coordinator”. Part C of the Individual with Disabilities Education Act (IDEA) states that the family service coordinator is to be “from the profession most immediately relevant to the infant, toddler or family’s needs or who is otherwise qualified to carry out all applicable responsibilities of Part C. One issue in Kansas is the shortage of professionals, particularly in rural areas, and it may be difficult to find a professional who represents the most relevant needs of the child and family. So, an individual in these settings who meets the qualifications described by the State of Kansas may be selected. Family service coordination is most meaningful when it occurs in the families’ community. Families in Kansas shall be given the option of being co-coordinators. This means, coordinating their own services with the assistance of their family service coordinator. Optimally, a parent may become qualified to perform all functions carried out by a family service coordinator and could even carry out family service coordination for another family, if the parent demonstrates appropriate competencies as identified by the Kansas Department of Health and Environment. The reauthorization of IDEA in 1997 made no changes to earlier regulations on family service coordination. The definition of family service coordination and a description of responsibilities and activities of family service coordinators are below. (This information is taken from both our state and federal infant-toddler IDEA regulations.)

Sec. 303.23 Service coordination

• General
  • As used in this part, except in Sec. 303.12(d)(11), service coordination means the activities carried out by a service coordinator to assist and enable a child eligible under this part and the child’s family to receive the rights, procedural safeguards, and services that are authorized to be provided under the State’s early intervention program.
  • Each child eligible under this part and the child’s family must be provided with one service coordinator who is responsible for—
    • Coordinating all services across agency lines; and
    • Serving as the single point of contact in helping parents to obtain the services and assistance they need.
  • Service coordination is an active, ongoing process that involves—
    • Assisting parents of eligible children in gaining access to the early intervention services and other services identified in the individualized family service plan;
    • Coordinating the provision of early intervention services and other services (such as medical services for other than diagnostic and evaluation purposes) that the child needs or is being provided;
    • Facilitating the timely delivery of available services; and
    • Continuously seeking the appropriate services and situations necessary to benefit the development of each child being served for the duration of the child’s eligibility.
• Specific service coordination activities.
• Employment and assignment of service coordinators.
  • Service coordinators may be employed or assigned in any way that is permitted under State law, so long as it is consistent with the requirements of this part.
  • A State’s policies and procedures for implementing the statewide system of early intervention services must be designed and implemented to ensure that service coordinators are able to effectively carry out, on an interagency basis, their job responsibilities.
• Qualifications of service coordinators. Service coordinators must be persons who, consistent with Sec. 303.344(g), have demonstrated knowledge and understanding about—
  • Infants and toddlers who are eligible under this part;
  • Part C of the Act and the regulations in this part; and
  • The nature and scope of services available under the State’s early intervention program, the system of payments for services in the State, and other pertinent information.

_{Infant Toddler Services. (1998). Procedure Manual for Infant-Toddler Services in Kansas (p. IX 1-3). Topeka, KS: Kansas Department of Health and Environment.}

Family-Centered Care

There has been a shift to a “family-centered” orientation because:

• When organizations embrace family-centered principles and corresponding practices, they find that they are more successful.
• When families use such services, the members (including the children who have delays or disabilities), truly benefit by getting what they need.
• They are more likely to trust the provider and obtain ongoing services.
• Families feel valuable as people and as the child’s primary caregiver.
• A child’s development and ability to cope with life situations are enhanced by a healthy parent-child relationship and the positive functioning of the entire family unit.
• Most parents want to be successful and effective, and to help their children to grow into healthy, fully functioning adults.
• Parents are likely to become better parents if they feel good about themselves, and thereby can feel competent in other important areas of their lives.
• Families are influenced by their cultural and ethnic values, and their community.
• Professionals are respectful of individual and family choices.
• Organizations and families are comprised of people. Professionals, parents, and children are people first. Each is worthy of respect (i.e., eye contact, smiles, proximity, appropriate touch, being heard)
• Professionals promote information sharing and collaboration.
• Family-centered care fosters win-win situations. The basis of this approach is communication between families and professionals. The goal is to establish mutual trust so that a partnership can be formed. Together families and professionals have roles in creating this partnership.

_{Adapted with permission from:}

_{Miller, E. (1996). Family-Centered Care. Retrieved February 26, 2003, from the The Gentle Touch®}

_{Program Web site formerly: http://main.nc.us/gentletouch/ARTICLES-2-Family_Centered.html - Website has since been discontinued.} 

Choice and Decision-Making Matrix

The choice and decision-making matrix is designed to assist family service coordinators in their work with families. It offers many choices they could give a family at each step in the early intervention system. This matrix is only a guide and not a prescriptive list of questions or activities to be completed. Some families may have additional activities, decisions and choices while some families have fewer. This is simply a listing of examples of choices and decisions families may have as they utilize Part C Services. A program may add relevant choices for them, over time, as they provide particular services and/or choices to families in their program.

Family-guided Approaches to Collaborative Early-intervention Training and Services FACETS - Choice and Decision Making Matrix for Family-guided Approaches to Early Intervention

The following information was originally displayed as a flow chart/table that could not be converted to tables that fulfilled accessibility requirements and so they have been redone as lists so they could be read with e-readers. Please view the following information with these categories in mind for each segment of the 'list'.

• Activities
  • Family Decisions
    • Choices

Example from the first section:

• Introduction
  • Continue involvement
    • Yes/No
    • Now/Later

'Introduction' is the activity.

'Continue involvement' is the family decision

'Yes/no' and 'now/later' are the choices.

First Contact

• Introduction
  • Continue involvement
    • Yes/No
    • Now/Later
• Determination of screening services
  • Who
    • EPSDT
    • LEA
    • MD/Health Dept.
    • Community services
    • Other
    • Part C
• Identification of preferred setting/natural environments
  • Where
    • Home
    • Clinic
    • School
    • Community site
    • Doctor's office
    • Other
• Screening - Development (cognitive, motor, communication, social, adaptive), Vision, Hearing, Physical (including health)
  • When
    • Times convenient for family and best for child
    • Times routines/activities logically occur
  • Who will be involved in screening
    • Informal support - Family, Friends
    • Staff available - Service Coordinator, Paraeducator, Nurse, ECSE, SLP/PT/OT
    • Community agency
• Referral(s)
  • Yes/No
    • From other agencies
  • Who
    • To other agencies
• Reports
  • To whom/From whom
    • Family
    • Part C
    • MD/Health Dept.
    • Referring agency(s)
    • Other

Evaluation/Assessment

• Referral for Comprehensive Evaluation
  • Concerns to assess (determined in part by state guidelines, appropriate consent forms signed, parental rights)
    • Only priority concerns of family
    • Requirements of Part C
    • Any family preferred combination
    • Family preferences
  • Frequency/location/length of visit
    • Opportunities to observe child’s daily activities and routines
• Rights Review
  • Want more information
    • Yes/No
    • Now/Later
• Eligibility Evaluation (list measures identified/required)
  • Role(s)
    • Assessor
    • Facilitator
    • Informant
    • Assistant
    • Observer
    • Guide
    • Validator
• Assessment for Program Planning (list measures identified/required
  • Participants
    • Parents
    • Friends
    • Siblings
    • Peers
    • Care providers
    • Part C/EI
    • Extended family
    • PT/OT/SLP
    • Community provider(s)
• Identification of typical day/preferred activities
  • Participants
    • Parents
    • Friends
    • Siblings
    • Peers
    • Care providers
    • Part C/EI
    • Extended family
    • PT/OT/SLP
    • Community provider(s)
• Review of Evaluation Results
  • Format
    • Verbal explanations as evaluation occurs
    • Written report follow-up
    • Team reviewed
    • Service Coordinator reviewed or Primary Team evaluated
    • Written + verbal
• Releases of Information
  • To whom/from whom
    • Physician
    • Referring agency
    • Others as identified

Individualized Family Service Plan (IFSP)

• Rights Review
  • Who is to be included
    • Family members
    • Other advocacy support
    • Parent to Parent
    • Service Coordinator
• Informed Consent
  • Format for review (determined in part by state guidelines)
    • Written + verbal
    • Veteran parent
    • Video + verbal + written
    • Written
• IFSP Planning Guide (Pre-planning)
  • Use of form (optional)
    • Yes or no
    • Written
    • Independent
    • Verbal
    • Interview with staff
  • Who will attend IFSP, location, time
    • Part C/EI staff
    • Friends
    • Family
    • Service Coordinator
    • Formal support
    • Veteran parent
    • Staff from other agencies
• IFSP Meeting
  • Who will coordinate
    • Part C/EI staff
    • Friends
    • Family
    • Service Coordinator
    • Formal support
    • Veteran parent
    • Staff from other agencies
  • Would you like to co-service coordinate (if allowed within state guidelines)
    • Need more information/responsibility
    • Yes/No
    • Now/Later
    • Ask again at next review
• Sharing evaluation
  • Who will share
    • Family members
    • EI staff
    • Formal support
    • Informal support
    • Everyone involved
    • Private providers
    • Only family selected participants
    • MD/Health Dept.
• Assessment information
  • Who will share
    • Child results
    • Written reports
    • Family concerns
    • Team assessment
    • Verbal Information
    • Written reports
    • Records/reports from other agencies
    • Both verbal and written
• Identification of outcomes
  • What outcomes will be included in IFSP
    • Child outcomes
    • Family outcomes
    • Dyad outcome
    • Combination
• Determination of services
  • What services will be provided (family choice)
    • Early Intervention or other under Part C
    • Medical/health
    • Child care
    • Others as identified by family
• Services provided
  • Who will provide services (determined in part by state guidelines)
    • Part C/EI staff
    • MD/Health Dept.
    • Private providers
    • Community agencies
    • Family members
    • Friends
    • Extended family
    • Informal
    • LEA
    • Other
• Description of outcomes, activities evaluation plans
  • How will outcomes be met
    • Family/child preferred activities
  • Who will do what and when
    • Service providers selected
  • How will we know we’re done (evaluation)
    • Family/Team determined timelines
• Determination of review dates
  • When to review
    • Individualized by outcome 3 mo - 6 mo - 9 mo - 12 mo
• Identification of service coordinator
  • Who will be identified (determined in part by state guidelines)
    • Part C/EI
    • Other agency
    • Family members
    • Co-Coordinators
• Development of a transition plan
  • When
    • At least 6 months prior to transition
    • Immediately
    • Family preferred time

Intervention

• Implementation of outcomes
  • Who will participate
    • Parents
    • Friends
    • Siblings
    • Nursery school
    • Grandparents
    • Early Intervention staff
    • Extended family
    • PT/OT/SLP
    • Child care providers
    • Other
  • Who will coordinate
    • Family
    • Service Coordinator
  • Where will activities be implemented (natural environments)
    • Home
    • Community setting
    • Child care
    • Combination of above
    • School
    • Other as identified by family
  • When will activities be scheduled
    • Family preferred time
    • Within child routines
    • Specific times of day
    • As activities occur
    • Combination of above
  • What materials
    • Family materials
    • Toys and objects
    • Materials to be made
    • Resources to be obtained from other agencies
    • Provider materials (only as needed)
    • Combination of above
  • What format
    • Written logs/comments
    • Verbal
    • Written report
    • Notebook
    • Other
• Evaluation of outcomes
  • How are we doing
    • Outcomes completed
    • Terminate
    • Continue as is
    • Add new outcome
    • Continue and revise

Progress Monitoring/Evaluation

• Three & nine month reviews - assessment update, daily routines/activities update, outcome reviews, provider summaries
  • Format
    • Written + verbal
    • Written
    • Team reviewed
    • Service Coordinator
  • Who receives
    • Family
    • Part C/EI staff
    • Cooperating programs (child care, school)
    • Physician
    • Private providers
• Six month review - family concerns, priorities
  • Status of current documents
    • Rewrite IFSP completely
    • Revise - add outcomes, revise outcomes, revise services, change staff
• Twelve month review - eligibility reestablishment (if needed), family concerns, priorities
  • Who will participate, location, time
    • Part C/EI staff
    • Family
    • Friends
    • Private providers
    • Formal support
    • Veteran parent
    • Cooperating programs (child care, school)
• Other state guideline requirements
  • Who will participate, location, time
    • Part C/EI staff
    • Family
    • Friends
    • Private providers
    • Formal support
    • Veteran parent
    • Cooperating programs (child care, school)

Transition

• Development of transition outcome
  • What role to play
    • Coordinator
    • Visitor
    • Observer
    • Informant
  • When to develop
    • Family preferred time
    • Initial IFSP
    • 6 months prior to age 3
    • 90 days prior to age 3
  • Who will be included
    • Mom
    • Dad
    • Birth to Three staff
    • LEA staff
    • Integration consultant
    • Preschool staff
    • Veteran Parent
• Implementation of transition
  • What options to consider
    • Community settings
    • ECSE options
    • Continuation of 0-3
    • No further services
    • Other agencies
    • Combination of above
  • When to transition
    • Services are completed
    • Age 3
    • Team decision
• Follow-up activities
  • Activities to include
    • Program evaluation
    • Team meeting

Distinction Between Family Service Coordination and Intervention Models

IDEA requires the provision of service coordination but does not specify how it should be designed or implemented. Five broad models of service coordination have been identified by Bruder et al. (2000):

1. Independent and dedicated—the role of the service coordinator is dedicated to service coordination only and the agency providing service coordination is independent from service provision;
2. Independent but not dedicated—the agency providing service coordination is independent from service provision, but the service coordinator performs other responsibilities (such as system entry tasks) in addition to service coordination;
3. Dedicated but not independent—the service coordinator provides service coordination only in an agency that also provides intervention services;
4. Blended—the service coordinator also provides developmental intervention;
5. Multi-level blended and dedicated—children and families with the most complex service coordination needs are assigned a dedicated service coordinator, while intervention service providers carry out service coordination tasks in addition to providing intervention for children and families with less complex needs.

As discussed earlier the family service coordinator is to be from the professional most closely related to the child’s needs. However, a model for family service coordination and intervention which is popular in Kansas is the option discussed above called the “blended” model. Here, the family service coordinator and the interventionist are the same person and change roles to meet the needs of the family and child. Kansas does allow flexibility to do both. The key in using this model is to understand the distinction between the family service coordination activities such as the coordination of available services, transition activities and advocacy for families and those activities that assist in promoting the development of the child.

_{Adapted with permission from Bruder, M. B., Gabbard, G., Harbin, G., Conn, M., Dunst, C., & Whitbread, K. (2000). Data report: Service coordination policies and models. Farmington, CT: University of Connecticut, A. J. Pappanikou Center for Developmental Disabilities, Research and Training Center on Service Coordination.}

_{Retrieved February 26, 2003, from http://www.uconnced.org/policy.pdf - Website has since discontinued.}

Back to top of page

Strategies for Family-Centered Service Coordination

• Four Phases of Family Service Coordination
• The IFSP Process in Family Service Coordination
• Family Service Coordination Activities
• Delivering Sensitive Information
• Discovering Family Concerns, Priorities & Resources: Sensitive
• Family Information Gathering (Young Exceptional Children, Volume 6 Number 2, pp. 11-19)
• Guidelines for Providing Help
• Providing Family Service Coordination
• Self-Assessment of Skills & Knowledge in Early Intervention Family
• Service Coordination

The IFSP Process in Family Service Coordination

• Screening
  • Community resources
  • Determine need for evaluation
• Intake/Evaluation
  • Early intervention team
  • Eligibility
  • Developmental status
    • cognition
    • physical (vision/hearing)
    • communication
    • social and emotional
    • adaptive/self-help
• Assessment
  • Child's unique needs
  • Family's strengths and needs related to the child's development (family-directed assessment)
  • Definition of services needed
  • Ongoing process
• IFSP
  • Development
  • Implementation
  • Review
  • Evaluation
  • Development of transition plan, as appropriate

Family Service Coordination Activities

Ways that service coordinators can work to make the system more accessible and “user friendly” to families of children with disabilities/or delays:

• Organize family support, advocacy, or networking groups
• Identify gaps or areas of duplication within the system
• Reduce the number of forms families must complete and questions they must answer (e.g., by using common referral and intake forms)
• Participate in combined trainings with families and service providers, communication skills, health care financing, and other areas related to family service coordination

Good Listening

• Give families an opportunity to talk
• Choose a setting that is comfortable for the family (i.e., their home)
• Demonstrate interest by asking appropriate questions
• Watch your body language
• Attend to the content, not just the delivery of the message
• Listen to the complete message the family states; paraphrase when necessary

Barriers to Listening

• Advising the speaker and providing solutions without being asked
• Rehearsing what you will say in response to the speaker
• Mind reading what the speaker is really feeling or thinking
• Judging the merits of what the speaker says or how it is said
• Diverting the speaker by changing the subject, distracting him or her from the topic
• Being right in your position or idea, leaving no room for listening to the other’s perspective
• Placating the speaker by agreeing with him or her without being involved in what is said

_{Adapted from Whitehead, A. D. (1996). Service coordination and models of coordination. In Rosin, P., Whitehead, A. D., Tuchman, L. I., Jesien, G. S., Begun, A. L., & Irwin, L. Partnerships in family-centered care: A guide to collaborative early intervention (pp. 169, 171, 231). Baltimore, MD: Paul H. Brookes.}

Delivering Sensitive Information

1. Provide a comfortable environment with as little distractions as possible.
2. Tell the family members together if possible. When one parent has to tell the other, misunderstanding and confusion can be the result.
3. Try to have some sense of what the information you are giving may mean to the parents.
4. Try to keep information simple and basic.
5. Try to communicate a sense of being calm and composed. Allow time for questions from the parent.
6. Try to be honest and straight without being brutal.
7. Avoid jargon.
8. Be accepting of parents’ reactions.
9. Be aware of your own need for power and control in the conference or situation.
10. Depending upon the degree of difficulty expected, allow sufficient time for information to be communicated.
11. Be open to new information from parents, they are the best gatherers of information about their child.
12. Be aware that families may not process all the information given them at the time it is given.
13. Speak to possibilities of what can happen for the child with disabilities.

_{Adapted from Rosin, P., Green, M., Hecht, L., Tuchman, L., & Robbins, S. (1996). Pathways: A training and resource guide for enhancing skills in early intervention service coordination (p. 156). Madison, WI: University of Wisconsin-Madison.}

Guidelines For Providing Help

1. Help is most useful when the help giver is positive and proactive.
2. Help is more likely to be favorably received if the help giver offers help rather than waits for it to be requested.
3. Help is more effective when the help giver allows the locus of decision-making to rest clearly with the help seeker.
4. Help is more effective if the aid and assistance provided by the help giver are normal and consistent with what exists in the daily context of the seeker’s routine.
5. Help is more effective when the aid and assistance provided by the help giver is correlated with the help seeker's appraisal of his or her problem or need.
6. Help is most likely to be favorably received when the response costs of seeking and accepting help do not outweigh the benefits.
7. Help is more likely to be favorably received if it can be reciprocated and the possibility of "repaying" the help giver is sanctioned and approved, but not expected.
8. Help is more likely to be beneficial if the seeker experiences immediate success in solving a problem or meeting a need.
9. Help is more effective if the help giver promotes the family's use of natural support networks and neither replaces nor supplants them with professional networks.
10. Help is more likely to promote positive functioning when the help giver conveys a sense of cooperation and joint responsibility (partnership) for meeting needs and solving problems.
11. Help is most likely to be beneficial if the help giver promotes the help seeker's acquisition of effective behaviors that decrease the need for help.
12. Help is more likely to be beneficial if the help seeker perceives improvement and sees him or herself as the responsible agent for producing the change.

_{Adapted with permission from Dunst, C., Trivette, C., & Deal, A. (1988). Enabling and empowering families: Principles and guidelines for practice (pp. 94-96). Cambridge, MA: Brookline Books.}

Providing Family Service Coordination

Please read each statement carefully and decide whether you agree or disagree with it, then mark your response in the left margin by putting an (A) for agree, or (D) for disagree. Discuss your choices with your team. Do your answers have implications for how you provide family service coordination?

_{Adapted with permission from Rosin, P., Green, M., Hecht, L., Tuchman, L., & Robbins, S. (1996). Pathways: A training and resource guide for enhancing skills in early intervention service coordination. (Handouts & Overheads: Where Do You Stand). Madison, WI: University of Wisconsin-Madison.}

Self-Assessment of Skills and Knowledge in Early Intervention Family Service Coordination

Below is a 42 question self-assessment. Scoring will be displayed as a percentage upon submission.

Back to top of page

Using a Problem-Solving Approach in Family Service Coordination

Problem-Solving and Family Service Coordination

As a family service coordinator, you will encounter many different kinds of families. Some of those families have difficulty using the most basic strategies (i.e. choice making, setting limits) in their interactions with children and adults. We have included a problem-solving approach to assist families become more autonomous and self-reliant. While some families may need you to support them through the entire problem solving process, other families will only need a minimum amount of support during this process. Please use these documents as a tool in your family service coordination efforts.

Problem-Solving Approach for Families

Utilizing problem-solving strategies can help families become more autonomous and self-reliant. Families can practice basic steps of problem-solving in many intervention activities so that they can effectively deal with future concerns. The basic steps include:

• Defining the concern/problem - What is the concern/problem?
• Family teams need to learn to be specific, to get to the "root" of the problem or concern.
• Questions that may help them focus on the specifics include:
  • What is demanding most of my attention?
  • What would I like to do, do more often, or do better?
  • What are my priorities?
  • What are my "bottom-line" goals or concerns?
  • What must change immediately for our family to move forward?
• Identifying the data - What are the facts?
  • What concerns must be addressed first?
  • When does it occur? How often? Where? With whom?
  • What has already been tried? With what results?
  • When am I concerned? When is it on my mind? Where?
  • What might I have overlooked?
• Generating ideas - What things can I (we) do?
  • How might this problem be solved?
  • What would I do if there were no obstacles?
  • Which alternatives are most appealing? Least intrusive?
  • What ideas offer me the best chance to do something?
• Choosing solutions - Which is the best?
  • What factors might be considered?
  • Expense?
  • Time?
  • Intrusiveness to other family members?
  • What criteria are most important and necessary to use?
  • What solutions can be combined to improve outcomes?
• Developing the plan - Who will do what, when?
  • How might we take these actions?
  • Who will help? How will their support be gained?
  • What specific actions are necessary? What sequence of steps should be planned?
  • What are the most important steps to prevent problems?
• Evaluating the plan - What happened?
  • How will we know when we get there?
  • Did it work?
  • What changes were necessary?

_{Adapted from Facilitating a problem-solving approach for families. Parsons, KS: Family-guided Approaches to Collaborative Early Intervention Training and Services, Kansas University Center on Developmental Disabilities and Florida State University.}

Family-Guided Approaches to Collaborative Early Interventions Training and Services (FACETS) - Facilitating a Problem-Solving Approach for Families

The following are the front and back print out pages taken from the original Family Service Coordination packet.

Family-guided Approached to Collaborative Early intervention Training and Services (FACETS)

Facilitating a Problem-Solving Approach for Families (BLANK)

Name:

Team Members:

Date:

• Defining the concern/problem - What is the the concern/problem?
• Identifying the data - What are the facts?
• Generating ideas - What things can I (we) do?
• Choosing solutions - Which one(s) is the best? Is there an alternate plan?
• Developing the plan - Who will do what? When? How will communication across participants occur if needed?
  • Who
  • What
  • When
• Planning the evaluation- How will you know when the problem or concern is resolved?
• Evaluating the plan - Did it work? How will you know?

Family Service Coordination Story: Friends

Ben is two and a half years old and has been diagnosed with a hearing impairment. It is unclear at this time what Ben can and cannot hear. Ben is showing motor delays as well as speech and language delays. At this time, Ben has no language that is understandable.

Ross (dad) is a single parent. He divorced Ben’s mother, Carol, when she made a lifestyle change. Ross has had a difficult time adjusting to life without Carol. Since their divorce, he has had two brief marriages which both ended in divorce. After a bout with depression and anger, Ross sought professional help and is dealing much better with the choices he makes for his life. Carol has had a difficult time as well and has decided that she would like for Ross to raise Ben full time while she goes to live in a commune in South Africa with her new friend, Pali.

Support for Ross comes from his friends Phoebe, Joey and Chandler as well as his sister, Monica. Rachel, his third ex-wife, lends support when she can but sometimes has a difficult time understanding Ross’ rationale for the way he parents Ben. Rachel thinks that part of Ben’s difficulty is due to Ross’ not giving Ben enough independence in the choices he makes. She feels like Ross is too overprotective when it comes to Ben.

As a single dad, Ross is somewhat limited on where Ben can receive early intervention services. It would be helpful to Ross if he receives services close to the university where he works. There is a child care center at the university but the staff informed Ross that they have never had a child with hearing impairments. Also, the center hours are not consistent with Ross’ teaching schedule. Ross has many needs for family service coordination as well as some tough choices to make related to how he wants services provided for Ben. Should he send Ben to a school in Brooklyn where he will get appropriate services but is an hour away? Or, should he try to find a day care facility close to work and home and have Ben receive his early intervention services there? Will his friends and family be able to assist him? As a family service coordinator, what can you do to assist Ross? How can we facilitate a problem-solving approach for Ross, Ben and the rest of their “friends”?

_{Stroup-Rentier, V. L., & Lindeman, D. P. (2003). Family service coordination. Parsons, KS: Kansas University Center on Developmental Disabilities.}

Back to top of page

Resources, References and Websites

Resources

• Service Coordination Caseloads in State Early Intervention Systems PDF available from ECTA Center
• Infant Toddler Services in Kansas (available from Kansas Infant-Toddler Services)
• Parents’ Rights: An Overview (available from Kansas Infant-Toddler Services)
• Parents’ Rights: What You Need To Be An Effective Advocate For Your Infant Or Toddler With Special Needs (available from Kansas Infant-Toddler Services)
• Health Insurance: Early Services for Infants and Toddlers (available from Kansas Infant-Toddler Services)
• References/Resource List

Please check the contact page for current contact information for Kansas Infant-Toddler Services.

References 

*Akers, A. L., & Roberts, R. N. (1999). The use of blended and flexible funding in Part C programs at the community level. Infants and Young Children, 11(4), 46-52.

Bowe, F. (1995). Birth to five: Early childhood special education. New York: Delmar.

*Brown, C. W., Perry, D. F., & Kurland, S. (1994). Funding policies that affect children: What every early interventionist should know. Infants and Young Children, 6(4), 1-12.

Bruder, M. B., & Bologna, T. (1993). Collaboration and service coordination for effective early intervention. In W. B. Brown, S. K. Thurman, & L. F. Pearl (Eds.), Family-centered early intervention with infants and toddlers: Innovative cross-disciplinary approaches, 103-127. Baltimore: Brookes.

Bruder, M. B., Gabbard, G., Harbin, G., Conn, M., Dunst, C., & Whitbread, K. (2001). Data report: Service coordination policies and models. Farmington, CT: University of Connecticut, A. J. Pappanikou Center for Developmental Disabilities, Research and Training Center on Service Coordination. Retrieved February 26, 2003, from http://www.uconnced.org/pubs.htm - website has since been discontinued. 

*Dinnebeil, L. A., Hale, L. M., & Rule, S. (1996). A qualitative analysis of parents’ and service coordinators’ descriptions of variables that influence collaborative relationships. Topics in Early Childhood Special Education, 16(3), 322-347.

Dunst, C. (1991). Implementation of the individualized family service plan. In M. J. McGonigel, R. K. Kaufmann, & B. H. Johnson (Eds.), Guidelines and recommended practices for the individualized family service plan (2nd ed., pp. 67-83). Bethesda, MD: Association for the Care of Children’s Health.

*Dunst, C., Trivette, C., & Deal, A. (1988). Enabling and empowering families: Principles and guidelines for practice. Cambridge, MA: Brookline Books.

Duwa, S. M., Wells, C. & Lalinde, P. (1993). Creating family-centered programs and policies. In D. M. Bryant & M. A. Graham (Eds.) Implementing early intervention: From research to effective practice. New York: Guilford Press.

Edelman, L., Smith Elsayed, S., & McGonigel, M. (1992). Overview of family-centered service coordination: Facilitator’s guide. Baltimore: Project Copernicus.

Gallagher, J. J., Harbin, G., Eckland, J., & Clifford, R. (1994). State diversity and policy implementation: Infants and toddlers. In L. J. Johnson, R. J. Gallagher, M. J. LaMontagne, J. B. Huntinger, & M. B. Karnes (Eds.), Meeting early intervention challenges: Issues from birth to three, 235-250. Baltimore: Brookes.

*Gilbert, M. A., Sciarillo, W. G., & Von Rembow, D. L. (1992). Service coordination through case management. In M. Bender & C. A. Baglin (Eds.), Infants and toddlers: A resource guide for practitioners. San Diego, CA: Singular.

Hausslein, E. B., Kaufmann, R. K., & Hurth, J. (1992, February). From case management to service coordination: Families, policymaking, and Part H. Zero to Three, 10-12.

Hurth, J. (1998, December). Service coordination caseloads in state early intervention systems. Retrieved February 26, 2003, from National Early Childhood Technical Assistance Center, Chapel Hill, N.C. Web site: http://www.nectac.org/~pdfs/pubs/nnotes8.pdf  - Original website has been discontinued. Updated link is https://ectacenter.org/~pdfs/pubs/nnotes8.pdf 

Infant Toddler Services. (1998). Procedure Manual for Infant-Toddler Services in Kansas. Topeka, KS: Kansas Department of Health and Environment.

Johnson, B. (1995). Family-centered care. Bethesda, MD: Institute for Family-Centered Care.

Johnson, L. (1994). Challenges facing early intervention: An overview. In L. J. Johnson, R. J. Gallagher, M. J. LaMontagne, J. B. Jordon, J. J. Gallagher, P. L. Hutinger, & M. B. Karnes (Eds.), Meeting early intervention challenges: Issues from birth to three. Baltimore: Brookes.

Lindeman, D. P., & Cripe, J. W. (1999). Guidelines for providing help. Parsons, KS: Family-guided Approaches to Collaborative Early-intervention Training and Services, Kansas University Center on Developmental Disabilities.

Lindeman, D. P., & Cripe, J. W. (2001). Choice and decision making matrix for family-guided approaches to early intervention. Parsons, KS: Family-guided Approaches to Collaborative Early-intervention Training and Services, Kansas University Center on Developmental Disabilities.

Lindeman, D. P., & Cripe, J. W. (2001). Facilitating a problem-solving approach for families. Parsons, KS: Family-guided Approaches to Collaborative Early-intervention Training and Services, Kansas University Center on Developmental Disabilities.

Lowenthal, B. (1991). A new role for the early interventionist: Case manager. Infant Toddler Intervention: The Transdisciplinary Journal, 1(3), 191-198.

*McBride, S. L., & Peterson, C. (1997). Home-based early intervention with families of children with disabilities: Who is doing what? Topics in Early Childhood Special Education, 17(2), 209-233.

McGonigel, M. J., Kaufmann, R. K., Johnson, B. H. (Eds.). (1995). Guidelines and recommended practices for the individualized family service plan (2nd ed., p. 86). Bethesda, MD: Association for the Care of Children’s Health.

*McWilliam, R. A., Ferguson, A., Harbin, G. L., Porter, P., Munn, D., & Vandivier, P. (1998). The family-centeredness of individualized family service plans. Topics in Early Childhood Special Education, 18(2), 69-82.

Miller, E. (1996). Family-centered care. Retrieved February 26, 2003, from The Gentle Touch® Program Web site: http://main.nc.us/gentletouch/ARTICLES-2-Family_Centered.html - Website has since been discontinued

Morton, D. R. (1998). Case management for early intervention services. In Family support bulletin. Washington, DC: United Cerebral Palsy Association.

Parent to Parent of Vermont. (n.d.). Family-centered care. Retrieved February 26, 2003, from http://www.partoparvt.org/Fcc.html - Website has since been discontinued. 

Place, P. (1994). Social policy and family autonomy. In L. J. Johnson, R. J. Gallagher, M. J. LaMontagne, J. B. Jordon, J. J. Gallagher, P. L. Hutinger, & M. B. Karnes (Eds.), Meeting early intervention challenges: Issues from birth to three. Baltimore: Brookes.

Rosin, M., Wuerger, M., Schauls, L. Paisley, R., Sternat, J., Ditscheiet (1991). American Speech, Language, and Hearing Association (ASHA) infant team report. Madison, WI: Wisconsin Personnel Development Project.

*Rosin, P., Green, M., Hecht, L., Tuchman, L., & Robbins, S. (1996). Pathways: A training and resource guide for enhancing skills in early intervention service coordination. Madison, WI: University of Wisconsin-Madison.

Rosin, P., Whitehead, A., Tuchman, L., Jesien, G., & Begun, A. (1993). Partnerships in early intervention: A training guide on family centered care, team building and service coordination. Madison, WI: Waisman Center, University of Wisconsin.

Rosin, P., Whitehead, A., Tuchman, L., Jesien, G., Begun, A., & Irwin, L. (1996). Partnerships in familycentered care: A guide to collaborative early intervention. Baltimore: Brookes.

*Swan, W. W., & Morgan, J. L. (1993). Collaborating for comprehensive service for young children and their families. Baltimore: Brookes.

Vohs, J. R. (1998). What families need to know about case management. Boston, MA: CAPP Project, Federation for Children with Special Needs.

Whitehead, A. (1993). Service coordination as defined by part H of IDEA. In Rosin, P., Whitehead, A. Tuchman, T., Jesien, G. & Begun, A. (Eds.), Partnerships in early intervention: A training guide on family-centered care, team building, and service coordination. Madison, WI: Wisconsin Family- Centered Inservice Project.

Whitehead, A. (1996). Service coordination and service coordination models. In Rosin, P., Whitehead, A., Tuchman, T., Jesien, G., Begun, A., & Irwin, L. (Eds.) Partnerships in family-centered care: A guide to collaborative early intervention. Baltimore: Brookes.

Whitehead, A., Brown, L. & Rosin, P. (1993). First glance: Tips for service coordination. Waisman Center University of Wisconsin-Madison: Wisconsin Personnel Development Project.

Wolfe, B., Petty, V. G., & McNellis, K. (1990). Special training for special needs. Boston: Allyn & Bacon.

*Zipper, I. N., Hinton, C., Weil, M., & Rounds, K. (1993). Service coordination for early intervention: Parents and professionals. Cambridge, MA: Brookline.

*These items are available from:

KITS Early Childhood Resource Center
2601 Gabriel, Parsons, KS 67357
Email: resourcecenter@ku.edu
Phone: 620-421-3067

Websites

Waisman Center Early Intervention Program: Service Coordination Products

Research and Training Center on Service Coordination

National Early Childhood Technical Assistance Center

Puckett Institute

Federation for Children with Special Needs

Office of Special Education Programs

The IFSP Web (Nebraska’s IFSP)

Back to top of page

Packet Evaluation

Please take a few minutes to complete the brief online survey above. Your feedback is central to our evaluation of the services and materials provided by KITS.

Back to top of page