Addressing the Issues: Data Collection in Early Intervention

re: Addressing the Issues: Data Collection in Early Intervention

Kim — Mon, 13 Apr 2009 02:14:30 GMT

In my current position we have just moved to the primary service provider model with consults, so the focus is still on service delievery and training for providers. I echo Tessa's frustrations for the lack of training and the inability to provide a consistent quality of service throughout the county.

I write a home visit note similiar to the one that Stephanie described and along the side of the note I usually keep a language sample or my traditional data collection checks for a certain skill if it applies. Then in the body of the note I describe the goals and performance for the parent, along with ideas for the week and parent concerns or updates. At times I will leave a checklist for the parent to use to track a skill or help them remember to practice as well. This has worked well for me and at this point we have not had any problems with regulations on data collection as long as our goal reviews indicate progress.

In family centered practice, using numbers and percentages is frowned upon and for most families it is unrealistic to expect them to keep data like that (except our ABA families) it is unnatural. It is a confusing mix of messages and expectations to say focus on daily routines and coach parents, but make sure you take accurate data on a goal or skill. If it is family centered the parent should be giving you the data on the progress of a goal and it becomes can the child do it or not, how much help do they need to be successful and how consistent are they and I don't think a parent is going to tell you they do it 8 out of 10 opportunities or 80% of the time.

re: Addressing the Issues: Data Collection in Early Intervention

Tessa — Sat, 04 Apr 2009 13:56:51 GMT

Being an effective clinician is not the same as being an effective data collector. When data collection takes precedence, we may lose site of our primary goal, that of improving the meaningful communicative and developmental skills of young children in their relationships with their families.

I recently left early intervention, after ten years of firm commitment to these kids and families. In my state, support for therapists in EI is poor, funding is inadequate, training for paraprofessionals has emphasized a strong anti-therapy bias in developmental "specialists", whose education is poorly designed and regulated.

I miss the families, I miss my specialty, but I can't see how increasing clinical "data" improves services when it does not include data about recruiting and retaining skilled, committed, trained professionals in the field.

re: Addressing the Issues: Data Collection in Early Intervention

stephanie bruno — Thu, 02 Apr 2009 00:39:51 GMT

Lisa, Thank you for your comment and I definitely agree with you. I and many of my coworkers have all offered suggestions and the willingness to help design a new form. We were actually presented with a new form today which was designed without the input of our therapy team. As therapists we have some concerns and suggestions for improvement. I will keep you posted on upcoming changes!!

re: Addressing the Issues: Data Collection in Early Intervention

Lisa Durstin — Mon, 30 Mar 2009 10:26:48 GMT

Stephanie,

This is an opportunity for you to make suggestions about new therapy note formats that do what the county wants and are easy for the EI therapists to use. If they haven't given you anything maybe it's because they aren't sure what to do and you, being the expert, can lend your expertise. Afterall, wasn't clinic in grad school all about collecting data? I think you're in a great position to make things work for everyone!