The National Disability Insurance Scheme: Administrators' Perspectives of Agency Transition to ‘User Pay’ for Early Intervention Service Delivery

2017 ◽  
Vol 42 (3) ◽  
pp. 46-53 ◽  
Author(s):  
Alison M. Marchbank
Keyword(s):  
Early Intervention ◽  
Phenomenological Study ◽  
Disability Insurance ◽  
Insurance Scheme ◽  
Parent Choice ◽  
Community Agencies ◽  
Intervention Service ◽  
Young Children With Disabilities ◽  
Personal Philosophy

THE LAUNCH OF THE National Disability Insurance Scheme (NDIS) in Australia announced changes to the ways people with disabilities and families access services. These changes cover delivery of early childhood early intervention to families with infants and young children with disabilities. In July 2013, the NDIS was rolled out nationally in three pilot sites. This funded phenomenological study was conducted in one pilot rollout site with administrators from two agencies delivering such services. Analysis of the data identified factors that challenged professional practice and personal philosophy. The findings suggest that the long-term financial viability of community agencies is at risk. A crucial dilemma emerged concerning parent choice: to what extent does a ‘user pay’ system impose limitations to services being delivered in a family centred way?

Ten-year employment patterns of patients with first-episode schizophrenia-spectrum disorders: comparison of early intervention and standard care services

2019 ◽  
Vol 217 (3) ◽  
pp. 491-497 ◽  
Author(s):  
Sherry Kit Wa Chan ◽  
Herbert H. Pang ◽  
Kang K. Yan ◽  
Christy Lai Ming Hui ◽  
Yi Nam Suen ◽  
...  
Keyword(s):  
Early Intervention ◽  
Standard Care ◽  
First Episode ◽  
Early Intervention Services ◽  
Employment Trajectories ◽  
Schizophrenia Spectrum ◽  
Intervention Service ◽  
Intervention Services ◽  
First Episode Schizophrenia

BackgroundLittle is known about long-term employment outcomes for patients with first-episode schizophrenia-spectrum (FES) disorders who received early intervention services.AimsWe compared the 10-year employment trajectory of patients with FES who received early intervention services with those who received standard care. Factors differentiating the employment trajectories were explored.MethodPatients with FES (N= 145) who received early intervention services in Hong Kong between 1 July 2001 and 30 June 2002 were matched with those who entered standard care 1 year previously. We used hierarchical clustering analysis to explore the 10-year employment clusters for both groups. We used the mixed model test to compare cluster memberships and piecewise regression analysis to compare the employment trajectories of the two groups.ResultsThere were significantly more patients who received the early intervention service in the good employment cluster (early intervention:N= 98 [67.6%]; standard care:N= 76 [52.4%];P= 0.009). In the poor employment cluster, there was a significant difference in the longitudinal pattern between early intervention and standard care for years 1–5 (P< 0.0001). The number of relapses during the first 3 years, months of full-time employment during the first year and years of education were significant in differentiating the clusters of the early intervention group.ConclusionsResults suggest there was an overall long-term benefit of early intervention services on employment. However, the benefit was not sustained for all patients. Personalisation of the duration of the early intervention service with a focus on relapse prevention and early vocational reintegration should be considered for service enhancement.

scholarly journals An Investigation of Service Providers’ understanding, perspectives and implementations of the Transdisciplinary model in Early Intervention settings for Children with Disabilities

2017 ◽  
Author(s):  
Eimear Fitzmaurice ◽  
Janet Richmond
Keyword(s):  
Early Intervention ◽  
Best Practice ◽  
Children With Disabilities ◽  
Service Providers ◽  
Disability Insurance ◽  
Structured Interviews ◽  
Insurance Scheme ◽  
Practice Model ◽  
Transdisciplinary Approach ◽  
Electronic Search

Purpose: The transdisciplinary practice model is currently being promoted as best practice in early intervention therapy for children with disabilities. However, supporting literature is limited. Thus, the question is asked, “What are service providers' understanding and perception of the transdisciplinary model in early intervention settings for children with disabilities?” Method: A systematic review was carried out using the Preferred Reporting Items for Systematic Reviews. An electronic search was conducted via six databases. Eight articles were selected. Results: Four studies predominantly focused on service providers’ perspectives of the model using semi-structured interviews or surveys. Many studies were of adequate to low quality, and the methods of implementing the transdisciplinary approach varied across organisations. It is therefore difficult to draw valid conclusions based on service provider’s viewpoints of the model. Conclusions: This review attempted to determine if the transdisciplinary model is best practice. The inconsistencies in the transdisciplinary teams indicates that overall, the general understanding of the model and its framework amongst organisations is poor. Further research is needed to establish service providers’ understanding of the model and how transdisciplinary teams are functioning since the introduction of the National Disability Insurance Scheme.

Long term effect of early intervention service on duration of untreated psychosis in youth and adult population in Hong Kong

2016 ◽  
Vol 12 (3) ◽  
pp. 331-338 ◽  
Author(s):  
Sherry K.W. Chan ◽  
Esther H.S. Chau ◽  
Christy L.M. Hui ◽  
Wing C. Chang ◽  
Edwin H.M. Lee ◽  
...  
Keyword(s):  
Hong Kong ◽  
Early Intervention ◽  
Adult Population ◽  
Term Effect ◽  
Early Intervention Service ◽  
Duration Of Untreated Psychosis ◽  
Long Term Effect ◽  
Intervention Service

Enabling choice, recovery and participation: evidence-based early intervention support for psychosocial disability in the National Disability Insurance Scheme

2018 ◽  
Vol 26 (6) ◽  
pp. 578-585 ◽  
Author(s):  
Laura Hayes ◽  
Lisa Brophy ◽  
Carol Harvey ◽  
Juan Jose Tellez ◽  
Helen Herrman ◽  
...  
Keyword(s):  
Early Intervention ◽  
Supported Employment ◽  
Disability Insurance ◽  
Skills Training ◽  
Evidence Base ◽  
Behavioural Therapy ◽  
Supported Housing ◽  
Evidence Based ◽  
Insurance Scheme ◽  
Psychosocial Disability

Objectives: The aim of this study was to identify the most effective interventions for early intervention in psychosocial disability in the National Disability Insurance Scheme (NDIS) through an evidence review. Methods: A series of rapid reviews were undertaken to establish possible interventions for psychosocial disability, to develop our understanding of early intervention criteria for the NDIS and to determine which interventions would meet these criteria. Results: Three interventions (social skills training, supported employment and supported housing) have a strong evidence base for effectiveness in early intervention in people with psychosocial disability, with the potential for adoption by the NDIS. They support personal choice and recovery outcomes. Illness self-management, cognitive remediation and cognitive behavioural therapy for psychosis demonstrate outcomes to mitigate impairment. The evidence for family psycho-education is also very strong. Conclusions: This review identified evidence-based, recovery-oriented approaches to early intervention in psychosocial disability. They meet the criteria for early intervention in the NDIS, are relevant to participants and consider their preferences. Early intervention has the potential to save costs by reducing participant reliance on the scheme.

Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

2008 ◽  
Vol 15 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Frank R. Vellutino ◽  
Haiyan Zhang
Keyword(s):  
Early Intervention ◽  
Reading Disability ◽  
Intervention Studies ◽  
Intervention Study ◽  
Reading Difficulties ◽  
First Grade

Abstract This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

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