The following chart illustrates the differences between the enhanced family-centered service delivery system implemented by Early Steps in 2004 and the former system of service provision.
|Early Steps Service Delivery System
||Old Service Delivery System
|Families and other primary caregivers are the learners and focus of the service delivery system that enhances their competence, confidence and capacity to meet their child's developmental needs and their desired outcomes.
||Children are the focus of the service delivery system that addresses identified deficits.
|Most supports and services are provided in the child and family's everyday routines, activities and places (i.e., home, early care and education settings, community settings).
||Most services are provided in clinic settings.
|Families are active and participating early intervention team members.
||Families may be included in evaluation and assessment and IFSP meetings.
|Providers teach families and other primary caregivers how to recognize and utilize learning opportunities in a variety of settings.
||Providers teach families, in the clinic, how to carry over therapy activities at home and in other settings.
|Each child's everyday natural learning opportunities are maximized by providing supports and services where children live, learn, and play.
||Services are provided in contrived learning situations that do not represent real life challenges.
|Each child and family has a cohesive, consistent team for evaluation, intervention, ongoing assessment, and transition planning.
||There are different individuals involved in evaluation and assessment, IFSP development, intervention, and transition planning.
|A team member is identified, based on child needs and family concerns and priorities, to serve as the primary service provider. This individual will work with the child and caregiver(s) and collaborate with other service providers on the team, resulting in an integrated, cohesive delivery of services.
||Individual therapists and other interventionists provide services in isolation of one another.
|Intervention is focused on changing the constraints in the task or in the environment, or providing support or assistance to the child to achieve the desired outcome.
||Intervention is focused on "fixing" the child.
|IFSPs are more individualized, reflecting the priorities and desired outcomes of the individual family.
||IFSPs often look comparable for children with similar disabilities.
|Outcomes are stated as basic functional outcomes that the child will learn to enhance development and that are important to the family and other primary caregivers.
||Outcomes are often stated as therapies.
|Frequency and intensity of service is based on the philosophy that more learning opportunities incorporated into the child's daily routines and activities are better.
||Frequency and intensity of services is often based on a "more is better" approach (i.e., more therapy)
|Informal community resources and supports are identified and utilized.
||Resources are most often identified in terms of therapy services and other formal resources.