scholarly journals The Development of Statewide Policies and Procedures to Implement Telehealth for Part C Service Delivery

2016 ◽  
Vol 8 (2) ◽  
pp. 77-82 ◽  
Author(s):  
Beth Cole ◽  
Arlene Stredler-Brown ◽  
Becki Cohill ◽  
Kristina Blaiser ◽  
Diane Behl ◽  
...  
Keyword(s):  
Early Intervention ◽  
Service Delivery ◽  
Current Practice ◽  
Service Delivery Model ◽  
Part C ◽  
Disabilities Education Act ◽  
Policies And Procedures ◽  
Education Act ◽  
Provider Shortages ◽  
Part C Early Intervention

The use of telehealth has been discussed nationally as an option to address provider shortages for children, birth through two, enrolled in Part C of the Individuals with Disabilities Education Act (IDEA) Early Intervention (EI) programs. Telehealth is an evidence-based service delivery model which can be used to remove barriers in providing EI services to children and their families. In 2016, Colorado’s Part C Early Intervention (EI) program began allowing the use of telehealth as an option for providers to conduct sessions with children and their caregivers. This article outlines the process taken to develop the necessary requirements and supports for telehealth to be incorporated into EI current practice.

scholarly journals Overview of States' Use of Telehealth for the Delivery of Early Intervention (IDEA Part C) Services

2012 ◽  
Vol 4 (2) ◽  
Author(s):  
Jana Cason ◽  
Diane Behl ◽  
Sharon Ringwalt
Keyword(s):  
Early Intervention ◽  
Service Delivery ◽  
Rural Areas ◽  
Service Delivery Model ◽  
Delivery Model ◽  
C Programs ◽  
Part C ◽  
Idea Part C ◽  
Provider Shortages

Background: Early intervention (EI) services are designed to promote the development of skills and enhance the quality of life of infants and toddlers who have been identified as having a disability or developmental delay, enhance capacity of families to care for their child with special needs, reduce future educational costs, and promote independent living (NECTAC 2011).  EI services are regulated by Part C of the Individuals with Disabilities Education Improvement Act (IDEA); however, personnel shortages, particularly in rural areas, limit access for children who qualify.  Telehealth is an emerging delivery model demonstrating potential to deliver EI services effectively and efficiently, thereby improving access and ameliorating the impact of provider shortages in underserved areas. The use of a telehealth delivery model facilitates inter-disciplinary collaboration, coordinated care, and consultation with specialists not available within a local community.  Method:  A survey sent by the National Early Childhood Technical Assistance Center (NECTAC) to IDEA Part C coordinators assessed their utilization of telehealth within states’ IDEA Part C programs.  Reimbursement for provider type and services and barriers to implement a telehealth service delivery model were identified.  Results:  Representatives from 26 states and one jurisdiction responded to the NECTAC telehealth survey.  Of these, 30% (n=9) indicated that they are either currently using telehealth as an adjunct service delivery model (n=6) or plan to incorporate telehealth within the next 1-2 years (n=3).  Identified telehealth providers included developmental specialists, teachers of the Deaf/Hard of Hearing (DHH), speech-language pathologists, occupational therapists, physical therapists, behavior specialists, audiologists, and interpreters.  Reimbursement was variable and included use of IDEA Part C funding, Medicaid, and private insurance.  Expressed barriers and concerns for the implementation of telehealth as a delivery model within Part C programming included security issues (40%; n=11); privacy issues (44%; n=12); concerns about quality of services delivered via telehealth (40%; n=11); and lack of evidence to support the effectiveness of a telehealth service delivery model within IDEA Part C programming (3%; n=1).  Reimbursement policy and billing processes and technology infrastructure were also identified as barriers impacting the implementation of telehealth programming.  Conclusions:  Provider shortages impact the quantity and quality of services available for children with disabilities and developmental delay, particularly in rural areas.  While many states are incorporating telehealth within their Early Intervention (IDEA Part C) services in order to improve access and overcome personnel shortages, barriers persist. Policy development, education of stakeholders, research, utilization of secure and private delivery platforms, and advocacy may facilitate more widespread adoption of telehealth within IDEA Part C programs across the country.

Using Teleconferencing to Meet the Needs of Children, 0 to 3 Years Old, With Disabilities in Rural Areas

2018 ◽  
Vol 37 (3) ◽  
pp. 176-182
Author(s):  
Jennifer Buchter ◽  
Samantha Riggleman
Keyword(s):  
Early Intervention ◽  
Rural Communities ◽  
Rural Areas ◽  
Intervention Programs ◽  
Community Resources ◽  
Family Needs ◽  
Part C ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Education Act

Serving families who live in rural communities can be a challenge for early intervention programs. Factors, such as travel, family needs, and limited program and community resources, have been identified as ongoing barriers for this population. Technology, specifically teleconferencing, can be a solution to provide equitable services compliant with Part C of Individuals With Disabilities Education Act (IDEA; 2004) mandates and professional practices. This article will discuss how to determine whether teleconference technology is a good fit and how to individualize, plan, and implement technology to support families in rural communities. It will also discuss legal and practical considerations that must be taken into account when using teleconferencing to discuss service delivery.

scholarly journals Report on the Use of Telehealth in Early Intervention in Colorado: Strengths and Challenges with Telehealth as a Service Delivery Method

2019 ◽  
Vol 11 (1) ◽  
pp. 33-40 ◽  
Author(s):  
Beth Cole ◽  
Katherine Pickard ◽  
Arlene Stredler-Brown
Keyword(s):  
Early Intervention ◽  
Service Delivery ◽  
High Speed ◽  
Intervention Program ◽  
Delivery Method ◽  
Early Intervention Program ◽  
Part C ◽  
Program Administrators ◽  
Service Coordinators ◽  
Part C Early Intervention

The use of telehealth as a service delivery method for early intervention (EI) is in its infancy and few studies have examined its use within the context of a statewide program.  The focus of this report was to determine the factors that influence providers’ utilization of telehealth in Colorado’s Part C Early Intervention program (EI Colorado).  This report presents information that was gathered through surveys sent to Part C program administrators, service coordinators, providers, and caregivers. Surveys were used to understand perceptions of telehealth, actual experiences with telehealth, and perceived benefits and challenges using this service delivery method.  Follow-up focus groups were conducted with program administrators and family members to gather more nuanced information. Participants identified several benefits associated with telehealth including its flexibility, access to providers, and more family engagement. The primary barriers included access to high speed internet and the opinion that telehealth was not as effective as in-person treatment. The results in the report served to identify next steps in the implementation of telehealth in Colorado’s Part C EI program. 

scholarly journals Utilization of telemedicine to support caregivers of young children with ASD and their Part C service providers: a comparison of intervention outcomes across three models of service delivery

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Laura L. Corona ◽  
J. Alacia Stainbrook ◽  
Kathleen Simcoe ◽  
Liliana Wagner ◽  
Bethena Fowler ◽  
...  
Keyword(s):  
Early Intervention ◽  
Young Children ◽  
Service Delivery ◽  
Behavioral Intervention ◽  
Child Outcomes ◽  
Service Model ◽  
Part C ◽  
Part C Early Intervention ◽  
Models Of Service Delivery ◽  
Brief Behavioral Intervention

Abstract Background Families of young children with autism spectrum disorder (ASD) frequently experience barriers to accessing evidence-based early intervention services. Telemedicine presents an opportunity to increase access to these services, particularly for families in rural and under-resourced areas. The present article describes a brief behavioral intervention and support model for families of young children with concerns for ASD. In the context of the COVID-19 pandemic, this service model shifted to telemedicine-only service delivery, resulting in an opportunity to analyze intervention outcomes from services delivered either via traditional in-person visits, telemedicine-only sessions, or a hybrid model including both in-person and telemedicine sessions. Methods Data are presented for 115 families with toddlers 16-33 months of age who participated in a six-session behavioral intervention and support service model either in-person, through telemedicine, or through a hybrid service model. This intervention was available for families referred for ASD evaluation through the state Part C early intervention program. Intervention feasibility, fidelity of implementation, child outcomes, and stakeholder satisfaction are compared across service delivery models. Results Caregivers, behavioral consultants, and Part C early intervention providers reported satisfaction with services, regardless of service delivery model. Caregivers and consultants also reported positive child outcomes. Statistically significant differences emerged for caregiver- and consultant-reported child outcomes in some domains, with stakeholders in the telemedicine-only group reporting slightly less improvement, compared to stakeholders in the in-person-only group. Caregivers and consultants in the telemedicine-only group also provided qualitative feedback on benefits and challenges related to telemedicine services. Conclusions Both caregivers and behavioral consultants reported positive outcomes following a brief behavioral intervention and support model targeted at families of young children with concern for ASD. Stakeholders reported improvement in child behavior and satisfaction with services across in-person, telemedicine-only, and hybrid models of service delivery. These results suggest that telemedicine presents a promising opportunity for increasing service access. Additional research is needed to continue optimizing the experience of telemedicine-based service delivery for both families and intervention providers.

Early Intervention and the Role of Pediatricians

2014 ◽  
Vol 35 (1) ◽  
pp. e1-e10
Author(s):  
Laura Rose ◽  
Lisa D. Herzig ◽  
Brenda Hussey-Gardner
Keyword(s):  
Early Intervention ◽  
Family Involvement ◽  
Crucial Role ◽  
Developmental Delays ◽  
Multidisciplinary Teams ◽  
Coordinated Care ◽  
Part C ◽  
Disabilities Education Act ◽  
Education Act

Growing evidence supports the efficacious nature of early intervention (EI) services to children with developmental delays and their families. Pediatricians can play a crucial role in identifying developmental delays and referring families to EI services provided by each state, under Part C of the Individuals with Disabilities Education Act (IDEA). The goals of this article are to educate pediatricians about the benefits of EI services and resources available within their state to help facilitate family involvement in EI. By being involved in the EI process, pediatricians can work as partners with parents and multidisciplinary teams to provide seamless coordinated care to children and their families.

scholarly journals Telerehabilitation: An Adjunct Service Delivery Model for Early Intervention Services

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Jana Cason
Keyword(s):  
Early Intervention ◽  
Service Delivery ◽  
Rural Areas ◽  
Case Examples ◽  
Early Intervention Services ◽  
Disabilities Education Act ◽  
Potential Applications ◽  
Intervention Services ◽  
Education Act ◽  
Personnel Shortages

Early Intervention (EI) services for children birth through two years of age are mandated by Part C of the Individuals with Disabilities Education Act (IDEA); however, personnel shortages, particularly in rural areas, limit access for children who qualify. Telerehabilitation has the potential to build capacity among caregivers and local providers as well as promote family-centered services through remote consultation.  This article provides an overview of research related to telerehabilitation and early intervention services; discusses the feasibility of telerehabilitation within traditional EI service delivery models; examines telecommunications technology associated with telerehabilitation; and provides hypothetical case examples designed to illustrate potential applications of telerehabilitation in early intervention.

Treatment for Challenging Behaviors: Are IDEA Part C Interventionists Using Functional Interventions?

2019 ◽  
Vol 42 (1) ◽  
pp. 31-48
Author(s):  
Sarah Dickinson ◽  
Emily Shaffer-Hudkins ◽  
Linda M. Raffaele Mendez
Keyword(s):  
Early Intervention ◽  
Challenging Behaviors ◽  
Intervention Programs ◽  
Structured Interviews ◽  
Behavioral Issues ◽  
Early Intervention Services ◽  
Part C ◽  
Disabilities Education Act ◽  
Idea Part C ◽  
Education Act

Little is known about the specific practices of early interventionists, despite many young children receiving early intervention services through Part C of the Individuals With Disabilities Education Act. The aim of this study was to examine knowledge and use of functionally appropriate evidence-based interventions for challenging behaviors among Part C interventionists. Data collection involved semi-structured interviews with a sample of 10 interventionists who served infants and toddlers with challenging behaviors in one region in the state of Florida. These interviews included questions about the interventionists’ own cases as well as vignettes representing common early childhood behavioral issues. Thematic analysis of responses resulted in six themes and one subtheme reflecting insufficient training and confusion regarding best practices in functional assessment and intervention for challenging behaviors. Although interventionists were using a variety of functional interventions, most were not implementing these interventions systematically. Implications for early intervention programs are discussed.

Telepractice Training for Early Intervention with Children who are Deaf/Hard-of-Hearing

2016 ◽  
Vol 1 (9) ◽  
pp. 60-67
Author(s):  
Kristina M. Blaiser ◽  
Diane Behl
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Communication Disorders ◽  
Staff Support ◽  
Early Intervention Services ◽  
Part C ◽  
Training Courses ◽  
Part C Early Intervention ◽  
Training Opportunities

Telepractice is an increasingly popular service delivery model for serving individuals with communication disorders, particularly infants and toddlers who are Deaf/Hard-of-Hearing (DHH) served under Part C Early Intervention programs (Behl, Houston, & Stredler-Brown, 2012). Recent studies have demonstrated that telepractice is effective for providing children who are DHH and their families with access to high quality early intervention services (Behl et al., 2016; Blaiser, Behl, Callow-Heusser, & White, 2013). While telepractice has grown in popularity, there continues to be a lack of formalized training opportunities to help providers become more familiar with telepractice (Behl & Kahn, 2015). This paper outlines online training courses for providers, families, and administrators of programs for children who are DHH. Recommendations for follow up training and staff support are included.

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