1. Family-Centered Early Intervention Services for Children Evaluated for Autism: Developing a State-Wide Model to Build Capacity
Jill Rigsby, M.S.
Director of Early Intervention Programming Tennessee's Early Intervention System
Alacia Stainbrook, Ph.D., LBA, BCBA-D
Associate Director, Vanderbilt Kennedy Center’s Treatment and Research Institute for Autism Spectrum Disorders (VKC TRIAD)

2. 2019 OSEP Leadership Conference
OSEP Disclaimer
2019 OSEP Leadership Conference
DISCLAIMER:
The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
(Authority: 20 U.S.C. 1221e-3 and 3474)

3. Objectives
Overview a collaborative early identification and intervention model in Tennessee
Discuss rationale for the development of each component
Share family, child and provider impact data
Consider next steps for Tennessee

4. 440 Miles/ 708 Kilometers wide
State Perspective
440 Miles/ 708 Kilometers wide
120 mi 196 km tall
Population (2016): 6,651,194
Mello, Urbano, Goldman, & Hodapp (2016)

5. Local Perspective
How is TEIS currently meeting the Individualized Family Service Plan (IFSP) goals of families with children diagnosed with Autism and/or displaying challenging behaviors?
What IDEA required services are currently being provided throughout the state?
What services are parents requesting to meet their child’s IFSP identified goals?
Met with TEIS Point of Entry (POE) staff to discuss their concerns/limitations with providing services for children with Autism and/or challenging behaviors.

6. Considerations for Program Development?
2. How do we improve access to intervention?
3. How do we improve capacity of local providers?
1. How do we improve access to diagnostics and services?

7. Program Development Timeline
2014
2015
2016
2017
2018
Caregiver follow-up
Co-treating
Professional Development & Tele-consultation
Tele-diagnostic
Consultation &
Curriculum Development

8. Increasing Access to Early Identification
75% certainty and 100% agreement
Psychologists conducting an assessment
Technological equipment
89% increase in total referrals
65% decrease to Nashville
15% increase in show rates

9. Tele-diagnostic Consultation Services
A referral is made: Milo is 23 months. He tantrums when transitioning between activities, is a selective eater, doesn’t have any spoken words and walks on his toes.
The family travels to Jackson to connect with a TRIAD consultant and VUMC psychologist.
A TRIAD consultant connects with the family for further screening and scheduling.
62 mi.
192 miles

10. Increasing Access to Specialized Early Intervention Services
Caregiver training
Telemedicine services
Curriculum modules

11. Early Intervention Services: Caregiver Education and Support
Intervention sessions are scheduled and implemented in collaboration with the family’s early intervention provider.
Early Intervention providers serve several counties and families at a time. Children are eligible for services due to a variety of developmental concerns.
Sophie’s mom is concerned about her challenges with communication. Mom is often “playing guessing games” to figure out what Sophie needs and wants.
Sophie lives in Middle TN and was recently diagnosed with ASD at VUMC. A TRIAD consultant connects to the family and EI provider to plan services.

12. Capacity Building and Teaming
Professional Development
Provider notes
Co-treatment

13. Capacity Building and Teaming

14. Family Demographics

15. Curriculum Use

16. Family functioning She believed in working as a team.
Being able to help myself to give my son the best attention/help he needs.
She believed in working as a team.
"Take home plans" were easy to follow
1 (poor) > 5 (excellent)
So many useful long term tool/ideas to improve my child’s home life
Child Development
Diagnosis
Resources/
Services
How to Help
Routine Errands
Community Outings
PRE
3.8
3.9
3.2
2.9
POST
4.5
4.6
3.5
3.3
Child Development
Diagnosis
Resources/
Services
How to Help
Routine Errands
Community Outings
PRE
3.8
3.7
3.3
3.1
POST
4.2
4.0
Learning to differentiate between being parents/therapists

17. Child Growth 1 = very much improved 2 = much improved
**Significant at the .01 level
1 = very much improved
2 = much improved
3 = minimally improved
4 = no change
5 = minimally worse
6 = much worse
7 = very much worse
1 = no challenges
2 = some challenges
3 = mild challenges
4 = moderate challenges
5 = marked challenges
6 = severe challenges
7 = very severe challenges

18. Child Growth

19. Provider Impact Satisfaction/Impact Category Average Score
Satisfaction with consultants
3.95
Satisfaction with service model
3.80
Satisfaction with family and child outcomes
3.70
Impact on service provision
3.34
The consultant was knowledgeable about intervention strategies
The consultant provided recommendations that were useful and feasible
I was pleased with the outcomes of the services for myself and the family
Participation in these services has impacted my service delivery approach

20. Why Does it Work? Close collaboration with the Part C service system
Development of scalable pilot programs
Emphasis on program evaluation
Ongoing assessment of community specific needs

21. Program Development Timeline
2014
2015
2016
2017
2018
2019
Caregiver follow-up
Co-treating
Professional Development & Tele-consultation
Tele-diagnostic
Consultation &
Curriculum Development
Tele-extensions and district level experts

22. Contact Us Jill Rigsby Alacia Stainbrook Jill.Rigsby@tn.gov
system-teis.html
Alacia Stainbrook

23. 2019 OSEP Leadership Conference
OSEP Disclaimer
2019 OSEP Leadership Conference
DISCLAIMER:
The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
(Authority: 20 U.S.C. 1221e-3 and 3474)