A Logic Model for the Effective
Implementation of Service
Coordination: Culmination of Five
Years of Research
Michael Conn-Powers, Indiana University
Julia Rusert, University of Connecticut
Research and Training Center on Service Coordination
University of Connecticut Health Center
Agenda
 Brief
Overview and History
 Activities of Service Coordination
 Outcomes of Service Coordination
 Practices of Service Coordination
 Tool Kits: Intersection of Activities,
Outcomes, and Practices
Center Principles
 Collaborative
model of integrated
activities
 Families are an integral component
 Stakeholders contribute to all phases
 Use of a Participatory Research Model
Center Framework
Family
Service Provision
System Administration
I.
II.
III.
Status
Outcomes
Recommended
Practices
IV.
Measurement
V.
Training Model
VI.
Dissemination
Surveys
Focus
Groups
Delphi
Outcome
Validation
Technique Measurement Studies
Research Survey Studies
 Part
C Survey
 Service Coordination Curriculum
Survey
 Parent Leader Survey
 Parent ICC Survey
Focus Groups and Delphi Studies

Focal States


Connecticut, Indiana, Massachusetts, North
Carolina
Two rounds of Focus Groups and Delphis


Parents
Service Providers
 Service Coordinators
 Program Administrators
 Physicians
 Childcare Providers

Identify Outcomes and Practices of
Effective Service Coordination
National Surveys
 Parent/Practitioner
 Identified
Design
Outcomes of:
 Natural Environment
 Service Coordination
 Early Intervention
 Family
Survey Design
 Identified
Experiences with:
 Early Intervention
 Natural Environment
 Service Coordination
Interviews

Focal States


Additional States


Connecticut, Indiana, Massachusetts, North
Carolina
Arizona, Utah, Washington
Family Members in Early Intervention
 Family Members’ Service Coordinator
 Identify Outcomes and Practices
Outcome Comparison
INTERV IEW OUTCOMES
DEPHI OUTCOMES
SURVEY OUTCOMES
SYSTEM
Children will have successful
transitions.
Children have successful
transitions.
System Coordination
Children and Families receive early
intervention services that are
individualized, coordinated and
effective.
Children and families receive
appropriate supports and service
s that meet their individual
needs.
Fami ly-Centered Practices
People work together as a team
Teaming
Fami lies are involved in decision
ma king.
FAMILY
Fami lies make informe d decisions
about services and opportunities in
the community for their children
with a disability.
Fami lies acquire and/or maintain a
quality of life that enhances their
well-being.
Fami lies are involved in decision
ma king.
Fami lies are informed about
resources and services.
Fami ly Support and Resources
Information and Ref erral
Quality of Life
Fami ly Support and Resources
Fami lies are self-sufficient.
Fami lies are knowledgeable of their
child’s disability.
Fami lies are satisfied?
Quality of Life
Fami ly Satisfaction
CHILD
Children’s development is enhanced.
Children’s development is
enhanced.
Center Logic Model
Input
State Policies and
Infrastructure
- context
- values
- lead agency
- funding
- training
- case loads
- service delivery
options
Child Eligible for
Part C
Child’s Family
Child and Family
Characteristics
- ethnicity, culture and
primary language of
family
- age of child and others
in family
- developmental needs
of child
- support needs of
family
- SES of family
- family/child
enrollment in
programs
- location
Community
Resources,
Services and
Supports
- rural, suburban,
urban
- early childhood
programs
- early childhood
learning
opportunities
- family support
mechanisms
- family /child
services
- financial
infrastructure
Service Coordinator
- values
- background
- training
- years experience
- skills
Output
Service Coordination
Model
- type
- finance
- case loads
- personnel standards
Immediate Outcomes
Intermediate Outcome
Children and
families receive
quality service
Families acquire
and/or maintain a
quality of life to
enhance their well
being
Agencies and
professionals are
coordinated
Local Collaborative
Practices
- collaborative
structures
- personnel
standards
- team model
relationships
Transitions are
successful
Families are
knowledgeable
about the needs of
their child
Service
Coordinator
Tasks
- coordinate
evaluations and
assessments
- IFSP
- assist family with
service providers
- coordinate and
monitor services
- inform families on
advocacy
- coordinate
medical and health
- transitions
Long-term Outcomes
Families make
informed decisions
about services,
resources and
opportunities for their
child
Families have the
support, knowledge
and tools to address
their individual
needs
Children and
families receive
appropriate supports
and services that are
coordinated,
effective and
individualized to
their needs
Families are able to
meet the special
needs of their child
Children’s health
and development is
enhanced
Service Coordination Activities
1.
2.
3.
4.
5.
6.
7.
Coordinating the Performance of Evaluations and
Assessments
Facilitating and Participating in the Development,
Review, & Evaluation of the IFSP
Assisting the Family in Identifying Available Service
Providers
Coordinating and Monitoring the Delivery of
Available Services
Informing Families of Available Advocacy Services
Coordinating with Medical & Health Providers
Facilitating the Development of a Transition Plan
Service Coordination Outcomes
1.
2.
3.
4.
5.
6.
Children and families receive quality service
Families are knowledgeable about the needs
of their child
Families make informed decisions about
services, resources, and opportunities for their
child
Families have the support, knowledge, and
tools to address their individual needs
Agencies and professionals are coordinated
Transitions are successful
Service Coordination Practices

Help Giving

Provide info/Access supports (Participatory)
 Provide support/encouragement (Relational)

Collaboration

Communication among team members
 Collaboration with community organizations

Administration

Administrative duties (paperwork)
 Professional development
How do we package and
present this data on Activities,
Outcomes, & Practices ...
... so that Service Coordinators
actually use this information to
enhance their practices?
Service Coordinator Toolkits
 Checklists
of Practices
 Printed and Web-Based Resources
 Helpful Tips
 Video Demonstrations
 Sample Forms and Informational
Materials
For more information
University of Connecticut
A.J. Pappanikou Center For Developmental Disabilities
263 Farmington Avenue, MC6222
Farmington, CT 06030
USA
Julia Rusert: [email protected]
Phone: (860) 679-1500
Fax: (860) 679-1571
Website: www.uconnucedd.org