A comparative evaluation of two models of service delivery for families with a child with cerebral palsy

2001 ◽  
Vol 24 (4) ◽  
pp. 325-328 ◽  
Author(s):  
Juliet GOLDBART ◽  
Swapna MUKHERJEE
Keyword(s):  
Cerebral Palsy ◽  
Service Delivery ◽  
Comparative Evaluation ◽  
Models Of Service Delivery

The Transdisciplinary Model: Implications for Service Delivery and Personnel Preparation for the Severely and Profoundly Handicapped

AAESPH Review ◽  
1979 ◽  
Vol 4 (2) ◽  
pp. 152-161 ◽  
Author(s):  
Linda McCormick ◽  
Ronald Goldman
Keyword(s):  
Service Delivery ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Personnel Preparation ◽  
Team Members ◽  
Professional Responsibilities ◽  
Traditional Program ◽  
Functional Understanding ◽  
Primary Service ◽  
Models Of Service Delivery

This article describes three models of service delivery to the severely and profoundly handicapped and advocates a transdisciplinary model, in which team members serve as consultants to one primary service implementor. Data are given to demonstrate the inefficiency of one traditional program of service delivery. The authors suggest that professional responsibilities be more equally shared among team members, and that team members for all disciplines have a functional understanding of applied behavior analysis to use as a common set of techniques.

scholarly journals Adolescent SBIRT implementation: Generalist vs. Specialist models of service delivery in primary care

2020 ◽  
Vol 111 ◽  
pp. 67-72
Author(s):  
Shannon Gwin Mitchell ◽  
Jan Gryczynski ◽  
Robert P. Schwartz ◽  
Arethusa S. Kirk ◽  
Kristi Dusek ◽  
...  
Keyword(s):  
Primary Care ◽  
Service Delivery ◽  
Models Of Service Delivery

scholarly journals Perceptions and Realities: The Role of School Psychologists in Melbourne, Australia

2013 ◽  
Vol 30 (1) ◽  
pp. 54-73 ◽  
Author(s):  
Henry D. Bell ◽  
Vicki McKenzie
Keyword(s):  
Service Delivery ◽  
School Psychologists ◽  
Individual Case ◽  
Work Practices ◽  
Job Functions ◽  
Teachers And Parents ◽  
Perceptions Of School ◽  
Models Of Service Delivery ◽  
Common Understanding

This article investigates the degree to which a consistent understanding of what psychologists do is present in a group of teachers and parents, and compares this with the job functions reported by psychologists themselves. Research on the role of school psychologists has focused on the perceptions of school staff in relation to ideal services, and has given little acknowledgment to the expectations of other clients of school psychologists, such as parents. Common understanding of the range and focus of services available from school psychologists would facilitate effective and appropriate referrals. Services are considered according to models of service delivery from systemic service to an individual case-based model. The current study involved 138 school psychologists, 107 parents, and 100 teachers from government, Catholic, and independent schools across Melbourne, Australia. Participants completed a number of measures, and significant differences between groups were found on 20 of the 30 items relating to school psychologists’ responsibilities (p < .001). Associations were also established between student–psychologist ratios and the work practices of school psychologists, specifically the frequency with which assessment (r = .35, p < .001) and counselling (r =−.25, p < .01) tasks were undertaken. It is concluded that service delivery would benefit by enhancing community understanding of the work of school psychologists. Analysis of work practices reflects that demand for assessment services tends to limit the development of systemic and preventative practices in the work of school psychologists.

scholarly journals Models of service delivery for optimizing a patient’s first six months on antiretroviral therapy for HIV: an applied research agenda

2020 ◽  
Vol 4 ◽  
pp. 116 ◽  
Author(s):  
Sydney Rosen ◽  
Anna Grimsrud ◽  
Peter Ehrenkranz ◽  
Ingrid Katz
Keyword(s):  
Viral Load ◽  
Antiretroviral Therapy ◽  
Service Delivery ◽  
Treatment Initiation ◽  
Load Test ◽  
Sub Saharan Africa ◽  
Model Of Care ◽  
Conventional Model ◽  
Models Of Service Delivery ◽  
Clinic Visits

Differentiated models of service delivery (DSD models) for HIV treatment in sub-Saharan Africa were conceived as a way to manage rapidly expanding populations of experienced patients who are clinically “stable” on antiretroviral therapy (ART). Entry requirements for most models include at least six months on treatment and a suppressed viral load. These models thus systematically exclude newly-initiated patients, who instead experience the conventional model of care, which requires frequent, multiple clinic visits that impose costs on both providers and patients. In this open letter, we argue that the conventional model of care for the first six months on ART is no longer adequate. The highest rates of treatment discontinuation are in the first six-month period after treatment initiation. Newly initiating patients are generally healthier than in the past, with higher CD4 counts, and antiretroviral medications are better tolerated, with fewer side effects and substitutions, making extra clinic visits unnecessary. Improvements in the treatment initiation process, such as same-day initiation, have not been followed by innovations in the early treatment period. Finally, the advent of COVID-19 has made it riskier to require multiple clinic visits. Research to develop differentiated models of care for the first six-month period is needed. Priorities include estimating the minimum number and type of provider interactions and ART education needed, optimizing the timing of a patient’s first viral load test, determining when lay providers can replace clinicians, ensuring that patients have sufficient but not burdensome access to support, and identifying ways to establish a habit of lifelong adherence.

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.

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