Intro to Service Delivery and Development I Flashcards
Inter-professional
Improved communication and coordination
Services promote each other, may have internal overlap
Used with students who have IEPs in traditional inpatient settings
Communication at IEP meetings, parent/teacher conferences
Trans-disciplinary
Less disruptive to the family
Primary and consultant team members
A little bit of role release
Use for children with IFSPs
Proximal natural environment
Home
Childcare centers
Schools
Distal natural environment
Neighborhood
Community
IFSP
EI 0-3 years
Goals must be family centered
Primary team member is identified based on child’s needs
IEP
Atypical to not relate the goal to education
Pre-school and school-aged 3-18
Many service providers working together
Barriers to provision of family centered care
Economical level
Cultural or ethnic
Educational
Stress-Limiting Strategies
Listen sympathetically and with understanding of the family’s perception of the situation
Explain your perception of the situation
Acknowledge and discuss the similarities and differences between the two perceptions
Recommend interventions
Negotiate an agreement on the interventions
Organizations
Refers to the places or groups from which a child and family receive services and may include…
Community programs School based programs Early intervention Hospitals Rehabilitation centers
Service provider
Refers to the individuals who work directly with the child and family, and may include…
Physical, occupational, and speech therapists
Special educators, child life specialists
Service coordinators, social workers
Respite workers
Intervention
Refers to the services and supports provided to the child and family. Interventions may include…
Direct therapy
Meetings for established programs of interventions, monitoring progress, and problem solving
Advocacy, calls
Coordination between providers and families
Goal components
Specific
Measurable
Time sensitive
Functional
ABCDEF
Actor Behavior Condition Degree Expected time period Functional
Goal Attainment Scaling
- 2 Least favorable
- 1 Patient making minimal to low progress
0 Expected level of progress
+1 More progress than expected
+2 Most favorable outcome, patient is making extremely rapid progress
Pediatric SOAP
Subjective - patient presentation. Patient or parent reports on status, pain, function, disability
Objective - treatment performed, measurable outcomes achieved, equipment provided
Assessment - patient response to treatment and modifications needed, progress being made toward the goal, setting or modifying goals
Plan - what is to be done next visit, steps to achieve goals
Motor development
Dependent upon…
Individual genetic coding or predisposition
Child individual experiences
Environmental experiences
Maturation of the CNS
Term babies
Born between 38 and 42 weeks gestation
Age correction
Up to 18 months or 2 years
Delaying
Motor (and other skills) are developing in an appropriate manner/pattern but at a slower pace = developmental delay
Atypical
Child demonstrates motor patterns associated with a specific disorder usually neuromuscular or musculoskeletal = Abnormal muscle tone (low/high/mixed)
CP, club foot, etc.
Maturationist’s theory
Motor development is correlated with changes in the nervous system as it develops
Dynamic Systems Theory
Applied DST to development
No one system is responsible or director of development; it is a confluence of many factors
Developmental biodynamics - used to explain the organization of motor behavior based on the interaction between perception, action, body morphology, and task
Prenatal stages
Germinal (1-2 weeks gestation)
Embryonic (2-8 weeks gestation)
Fetal (9-38 weeks gestation)
Infancy
Birth to 2 years
