Defining the Characteristics and Outcomes Associated With the Primary Service Provider Teaming Approach: A Systematic Review

Abstract

The Division for Early Childhood (DEC) recommends the Primary Service Provider (PSP) approach as the best teaming practice, but research on its core components and outcomes in early intervention remains limited. Using the DEC Recommended Practices Evidence Synthesis Group Guidelines, we conducted a systematic review to identify PSP core components and associated outcomes. An electronic database search and supplementary methods identified six correlational studies. The findings highlight six core components: forming a transdisciplinary team, designating a PSP, the use of an individual team member serving as the PSP and point of contact, delivering and coordinating services, adopting family-centered practices, and fostering team collaboration and support. Implementation of PSP practice was related to enhanced family outcomes, including family satisfaction and quality of life, particularly when family-centered practices were employed, but showed no relationship to child outcomes. Implications for future research and practice are discussed.

Keywords

primary service provider (PSP)early intervention teaming core components outcomes DEC recommended practices evidence synthesis

Get full access to this article

View all access options for this article.

References

Abidin

R. R.

(1995). Parenting stress index (3rd ed.). Psychological Assessment Resources.

Achenbach

T. M.

Edelbrock

C. S.

(1983). Manual for the child behavior checklist and revised child behavior profile. University of Vermont, Department of Psychiatry.

Alexander

Forster

(2012). The key worker: Resources for early childhood intervention professionals. Noah’s Ark Inc.

Bailey

D. B.

Hebbeler

Bruder

M. B.

(2006). Family outcomes survey. Early Childhood Outcomes (ECO) Center, FPG Child Development Institute, University of North Carolina at Chapel Hill. https://ectacenter.org/eco/assets/pdfs/FOS_InfTodGeneral_rev_final2-22-07.pdf

*Beecham

Sloper

Greco

Webb

(2007). The costs of key worker support for disabled children and their families. Child: Care, Health and Development, 33(5), 611–618. https://doi.org/10.1111/j.1365-2214.2007.00740.x

Beresford

(1995). Expert opinions: A national survey of parents caring for a severely disabled child. Policy Press.

Blase

Fixsen

(2013). Core intervention components: Identifying and operationalizing what makes programs work [ASPE Research Brief]. U.S. Department of Health and Human Services. https://aspe.hhs.gov/reports/

Branson

(2015). A case for family coaching in early intervention. Young Exceptional Children, 18(1), 44–47. https://doi.org/10.1177/1096250615569903

Brito

A. T.

Lindsay

(2016). Understanding the initial impact of early support and key working training through the voices of trainers, training participants, and families. Infants & Young Children, 29(1), 71–88. https://doi.org/10.1097/iyc.0000000000000047

10.

Bruder

M. B.

(2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76(3), 339–355. https://doi.org/10.1177/001440291007600306

11.

Bruder

M. B.

Dunst

C. J.

(2005). Personnel preparation in recommended early intervention practices: Degree of emphasis across disciplines. Topics in Early Childhood Special Education, 25(1), 25–33. https://doi.org/10.1177/02711214050250010301

12.

*Champine

R. B.

Whitson

M. L.

Kaufman

J. S.

(2018). Service characteristics and family involvement in an early childhood system of care. Journal of Child and Family Studies, 27(1), 324–338. https://doi.org/10.1007/s10826-017-0875-5

13.

Cohen

Greenberg

Stillman

(2006). Zotero. https://www.zotero.org

14.

Cohen

(1988). Statistical power analysis for the behavioral sciences. Routledge Academic.

15.

Comprehensive Mental Health Services. (2005). Data manual, Phase IV of the CMHS national evaluation: Communities funded in 2002, 2003, and 2004. U.S. Department of Health & Human Services, Substance Abuse and Mental Health Services Administration.

16.

Cooper

(2017). Research synthesis and meta-analysis: A step-by-step approach (Vol. 2, 5th ed.). Sage. https://doi.org/10.4135/9781071878644

17.

DEC Recommended Practices Evidence Synthesis Group. (2021). DEC recommended practices evidence syntheses guidebook Part I: Review methods protocol (Version 4.4) [Adapted from B. Reichow, P. Snyder, J. Carta, C. Trivette, & M. McLean, Guidelines for conducting an evidence synthesis: Part I-Review methods protocol]. Anita Zucker Center.

18.

Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. https://www.dec-sped.org/dec-recommended-practices

19.

Dunst

C. J.

(2016). Role of research syntheses for identifying evidence-based early intervention practices. In Reichow

Boyd

B. A.

Barton

E. E.

Odom

S. L.

(Eds.), Handbook of early childhood special education. Springer. https://doi.org/10.1007/978-3-319-28492-7_28

20.

Dunst

C. J.

(2020). Everyday learning opportunities of young children with and without developmental disabilities or delays. International Journal of Early Childhood Environmental Education, 7(3), 23–41.

21.

Dunst

C. J.

Trivette

C. M.

(2009). Using research evidence to inform and evaluate early childhood intervention practices. Topics in Early Childhood Special Education, 29(1), 40–52. https://doi.org/10.1177/0271121408329227

22.

Early Childhood Technical Assistance Center. (2014). State-reported use of primary service provider model/approach. https://ectacenter.org/

23.

*García-Grau

McWilliam

R. A.

Martínez-Rico

Morales-Murillo

C. P.

(2019). Child, family, and early intervention characteristics related to family quality of life in Spain. Journal of Early Intervention, 41(1), 44–61. https://doi.org/10.1177/1053815118803772

24.

*Gavidia-Payne

Meddis

Mahar

(2015). Correlates of child and family outcomes in an Australian community-based early childhood intervention program. Journal of Intellectual and Developmental Disability, 40(1), 57–67. https://doi.org/10.3109/13668250.2014.983056

25.

Greco

Sloper

Webb

Beecham

(2007). Key worker services for disabled children: The views of parents. Children & Society, 21(3), 162–174. https://doi.org/10.1111/j.1099-0860.2006.00039.x

26.

Greenhalgh

Peacock

(2005). Effectiveness and efficiency of search methods in systematic reviews of complex evidence: Audit of primary sources. British Medical Journal, 331, 1064–1065.

27.

Guerney

B. G.

Jr. (1977). Relationship enhancement. Jossey-Bass.

28.

Hebbeler

Spiker

Bailey

Scarborough

Mallik

Simeonsson

Singer

Nelson

(2007). Early intervention for infants and toddlers with disabilities and their families: Participants, services, and outcomes: Final report of the National Early Intervention Longitudinal Study (NEILS). SRI International.

29.

Higgins

Thomas

Chandler

Cumpston

Page

M. J.

Welch

V. A.

(Eds.). (2023). Cochrane handbook for systematic reviews of interventions (version 6.4). Cochrane. https://www.training.cochrane.org/handbook

30.

*Hughes-Scholes

C. H.

Gavidia-Payne

(2019). Early childhood intervention program quality: Examining family-centered practice, parental self-efficacy and child and family outcomes. Early Childhood Education Journal, 47(6), 719–729. https://doi.org/10.1007/s10643-019-00961-5

31.

Individuals with Disabilities Education Act (IDEA). (2004). 20 U.S.C. § 1400 et seq.

32.

King

Strachan

Tucker

Duwyn

Desserud

Shillington

(2009). The application of a transdisciplinary model for early intervention services. Infants & Young Children, 22(3), 211–223. https://doi.org/10.1097/iyc.0b013e3181abe1c3

33.

King

Rosenbaum

King

(1995). The Measure of processes of care: A means to assess family-centred behaviours of health care providers. McMaster University, Neurodevelopmental Clinical Research Unit.

34.

LeBuffe

P. A.

Naglieri

J. A.

(1999). The Devereux Early Childhood Assessment (DECA): A measure of within-child protective factors in preschool children. NHSA Dialog, 3(1), 75–80. https://doi.org/10.1207/s19309325nhsa0301_10

35.

Lineberger

(2022). Characteristics and consequences of a primary service provider approach to teaming in early intervention. CASEmakers, 9(1), 1–5.

36.

Marturana

McComish

Woods

Crais

(2011). Early intervention teaming and the primary service provider approach: Who does what, when, why, and how? Perspectives on Language Learning and Education, 18(2), 47–52. https://doi.org/10.1044/lle18.2.47

37.

McWilliam

R. A.

(2010). Routines-based early intervention: Supporting Young Children and Their Families. Brookes.

38.

McWilliam

R. A.

Casey

A. M.

(2013). Factor analysis of family quality of life [Unpublished manuscript].

39.

Mengoni

Bardsley

Oates

(2015). An evaluation of key working for families of children and young people with special educational needs and disabilities. British Journal of Special Education, 42(4), 355–373. https://doi.org/10.1111/1467-8578.12102

40.

Moher

Liberati

Tetzlaff

Altman

D. G.

& PRISMA Group (2009). Preferred reporting items for systematic reviews and meta-analysis: The PRISMA statement. PLOS Med, 6, Article e1000097. https://doi.org/10.1371/journal.pmed.1000097

41.

Moore

(2013). Teamwork in early childhood intervention services: Recommended practices. National Disability Insurance Scheme. www.ndis.gov.au

42.

Mukherjee

Beresford

Sloper

(1999). Unlocking key working. Policy Press.

43.

National Technical Assistance Center on Transition. (2017). Quality indicator checklist: Correlational Studies. https://transitionta.org/wp-content/uploads/docs/Quality-Indicator-Checklist_Correlational_08.02.2021.doc

44.

Page

M. J.

McKenzie

J. E.

Bossuyt

P. M.

Boutron

Hoffmann

T. C.

Mulrow

C. D.

Shamseer

Tetzlaff

J. M.

Akl

E. A.

Brennan

S. E.

Chou

Glanville

Grimshaw

J. M.

Hróbjartsson

Lalu

M. M.

Loder

E. W.

Mayo-Wilson

McDonald

. . .Moher

(2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71

45.

Park

(2022). Understanding and improving implementation of the primary service provider model in early intervention programs [Doctoral dissertation]. University of Kansas.

46.

Pellecchia

Beidas

R. S.

Mandell

D. S.

Cannuscio

C. C.

Dunst

C. J.

Stahmer

A. C.

(2020). Parent empowerment and coaching in early intervention: Study protocol for a feasibility study. Pilot and Feasibility Studies, 6, 1–12.

47.

Pletcher

L. C.

(2011). Models or approaches to early intervention service delivery endorsed or used as reported by states. https://ectacenter.org/topics/eiservices/approaches-models.asp

48.

Riley

S. E.

Stromberg

A. J.

Clark

(2005). Assessing parental satisfaction with children’s mental health services with the Youth Services Survey for Families. Journal of Child and Family Studies, 14(1), 87–99. https://doi.org/10.1007/s10826-005-1124-x

49.

Rush

(2020). Giving families a go-to therapist. The ASHA Leader, 25(2), 45–52. https://doi.org/10.1044/leader.ftr1.25032020.44

50.

Shelden

M. L.

Rush

D. D.

(2009). Checklists for implementing a primary-coach approach to teaming. CASEtools, 5(1), 1–4. https://fipp.ncdhhs.gov/wp-content/uploads/casetools_vol5_no1.pdf

51.

Shelden

M. L.

Rush

D. D.

(2010). A primary-coach approach to teaming and supporting families in early childhood intervention. In McWilliam

R. A.

(Ed.), Working with families of young children with special needs (pp. 175–202). Guilford Press.

52.

Shelden

M. L.

Rush

D. D.

(2022). The early intervention teaming handbook: The primary service provider approach (2nd ed.). Brookes.

53.

*Sloper

Greco

Beecham

Webb

(2006). Key worker services for disabled children: What characteristics of services lead to better outcomes for children and families? Child: Care, Health and Development, 32(2), 147–157. https://doi.org/10.1111/j.1365-2214.2006.00592.x

54.

Whipple

(2014). Key principles of early intervention and effective practices: A crosswalk with statements from discipline specific literature. https://ectacenter.org/~pdfs/topics/eiservices/KeyPrinciplesMatrix_01_30_15.pdf

55.

Woodruff

McGonigel

(1988). Early intervention team approaches: The transdisciplinary model. In Johnson

L. J.

Gallagher

R. J.

LaMontagne

M. J.

Jordan

J. B.

Gallagher

J. J.

Huntinger

P. L.

Karnes

M. B.

(Eds.), Early childhood special education: Birth to three (pp. 163–181). Council for Exceptional Children.

56.

Workgroup on Principles and Practices in Natural Environments, OSEP TA. (2008). Agreed upon mission and key principles for providing EI services in natural environments. https://ectacenter.org/~pdfs/topics/families/Finalmissionandprinciples3_11_08.pdf

57.

Young

Gibbs

Gilson

K. M.

Williams

Reddihough

Tracy

Tonmukayakul

Carter

(2021). Understanding key worker experiences at an Australian early childhood intervention service. Health & Social Care in the Community, 29(6), e269–e278. https://doi.org/10.1111/hsc.13350

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.11 MB

0.02 MB