Web-Based Training Module Intro to Teaming Practices in Early Intervention
Developed by
Toni Ledet, Ph.D.
Sarintha Buras Stricklin, Ph.D.
Mary Hockless, M.Ed.
Collaborating Partners
DHH Office for Citizens with Developmental Disabilities
The Arc Baton Rouge, Children’ s Services
First Steps Referral and Consulting, LLC
Innovations in Education,
State Interagency Coordinating Council
SICC Comprehensive System of Personnel Development and Program Components Committees
Special Note: As part of participating in the Louisiana SpecialQuest Initiative, materials from the SpecialQuest Multi-Media have been incorporated throughout this module.

Notes page and Handouts

Click view and then click notes page to review the supplemental information noted on selective slides in this presentation.
There are several handouts that are a part of this training module. Once you exit this presentation you will need to click on each handout and review prior to taking the post exam.

Learning Outcomes
After completing this web-based training participants will

Consider the importance of teaming in early intervention

Recognize families as equal members of teams

Describe the characteristics of effectively functioning teams

Identify the advantages and disadvantages of the three team based models of early Intervention

Identify the components and benefits of transdisciplinary team-based model of early intervention

Throughout this training module you will be asked to reflect on the information shared to consider how you might use it in your personal and professional lives.

Opportunities for reflection support adult learning by helping participants internalize and generalize the content. You may want to have a journaling notebook to record your thoughts.
Post Exam
Participants in the training session
will participate in a post exam.

The results of the test will provide feedback on what you have learned from the module and will provide EarlySteps with data on the effectiveness of the instructional content in this training module.

Note: E-learning will provide instructions for completing this exam.

View Video Together We’ re Better Individual Reflection
After watching the video reflect on the following questions and record your thoughts in your journal.

What stood out for you in the definitions of teams ?

What were some of the themes that the families and service providers shared about their working together for infants and toddlers with disabilities and their families?

What examples did you hear or see of people working together to support the inclusion of infants and toddlers with disabilities and their families?

Are there any collaborative strategies that you have used in your work?

What ideas did you hear that might be helpful
in your work as a team member?

Video Together We’ re Better
Individual Reflection

In your journal,

identify a successful team you participated in and some of the characteristics of this team that made it successful.
How Do We Define Teams?
A team is a small number of people with complimentary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves mutually accountable (Katzenbach and Smith, 2003, p. 45)

A Collaborative Team can be defined as two or more people who share a common set of values, beliefs, and assumptions about education, children, families, and professionals (Giangreco, 1996)

The purpose of a team is to accomplish one or more necessary tasks or responsibilities that cannot be accomplished by individuals working alone.
(Rees, 2001)

Individual Reflection

As you consider these definitions, record in your journal what being part of a team means to you and to the children and families that are part of the team you work for
What is Teamwork?
Teamwork is the act of two or more people working collaboratively to make something happen.

In teamwork people must communicate, collaborate, pass work along, fill in for others, make group decisions, brainstorm, and problem solve together.

Teamwork is a process; it is the very way people approach work.
Team Considerations

We are members of lots of different teams; for example, program teams, management teams, community teams, Individual Family Service Plan Teams, and so on

The principles of teaming apply to all teams

A team needs to balance the completion of its work with the time, and effort needed to build the capacity to function well as a team

A team relies on the contributions of its individual members
Four Major Styles of Team Behavior
A task-oriented team member

Willing and able to share knowledge and information

Like to provide technical and clinical information to team members

May frequently take on the role of trainer or mentor to new members

Described as dependable, responsible, and helpful
Goal-directed team member

Helps others remain focused on the overall purpose, mission, and goal of the team

Willing to extend themselves beyond their traditional boundaries of comfort areas

Will do whatever is necessary to get the job done

Do not mind working behind the scenes

Willing to take on a variety of jobs and duties in order to meet a goal.

Hard-working, flexible, open-minded and enthusiastic team members
Process-oriented team member

Care more about team process than product

Monitor interpersonal climate of the team and take measures to improve relationships among team members

Take an active role in facilitating consensus building and conflict-resolution

Helps to integrate new members and maintain positive interactions among existing members

Take steps to ensure a supportive
team environment
Questioning and critical team member

Express their opinions honestly and directly

Concerned with maintaining high ethical standards and high standards of quality

Not afraid to express a dissenting opinion if they perceive a òhigher’ good in doing so

Willing to question authority and will not accept decisions simply because that’ s the way it’ s always been done

Force the team to think in new ways

Principles and candid -conscience of
the team

Keep in mind

These categories are in no way fixed

A given person may show different
behaviors in different groups or different
behaviors in the same group at different
points in time

However, most people tend to favor one of the four styles

Successful teams have members with all different styles
Individual Reflection
Reflect on the styles of individual team members

Record in your journal your own style giving some specific examples of why you believe that to be so?

Team Considerations
Team members must pay attention to both
how the task gets done, and
what is happening to relationships in the group

Team membership may change, when this happens, teams need to rebuild themselves as a team

Teams may need to focus on different aspects of team functioning at different stages of their development

Team development needs to be ongoing

Tuchman’ s Stages of Team Development

Team Forming Activities:
Define the preliminary community need

Define the people/agencies impacted by the need

Define the geographical area to be served

Define the core team members

Hold an organizational/follow-up meeting

Confirm membership/develop list
Team Storming Activities:
What are we suppose to accomplish?

What are our roles and responsibilities?

How will we communicate and make decisions?

Who’ s in charge?

When and how will we meet?

Characteristics of Norming Stage:
Personal agendas are clear and the relationships that team members have with each other begin to deepen

Team goals are set and action plans are being pursued

Leadership roles are operational

Communication, conflict resolution and meeting strategies are operational
Characteristics of Performing Stage:
Team recognizes that no one member can do the team’ s work alone

Team is able to self-monitor and self-evaluate its work

Team is able and willing to maintain and potentially expand its efforts even in the face of external pressures
Characteristics of Effective Teams
Characteristics of Effective Teams
Characteristics of Effective Teams
Characteristics of Effective Teams
Characteristics of Effective Teams
Characteristics of Effective Teams
Individual Reflection
What I bring to a team
and what I need from a team

First, record in your journal the unique characteristics, strengths, skills, experiences, or areas of expertise you bring to your team

Second, record any areas which you feel you need support from the team to perform at your best
Four Skills Necessary for Successful Teaming




View Video Teaming to Make a Difference Individual Reflection

As you view the video Teaming to Make a Difference note in your journal, examples of listening, sharing, supporting and creating

After watching the video take a moment to record some of your own examples of ways you have used these skills to support teaming

Video Teaming to Make a Difference
Recapping: Teams Functioning Effectively

Children have a wide range of disabilities

Need for Professional Expertise from many Disciplines

Families have complex needs

Need for professionals across disciplines to work together to assist and support
Team-Based Models of Early Intervention
Multidisciplinary Team-Based Model

Interdisciplinary Team-Based Model

Transdisciplinary Team-Based Model

The Multidisciplinary Team-Based Model of Early Intervention
Multiple professionals provide services to children and families

Services provided independently from assessment to intervention

Information is not necessarily shared across providers

May result in each developmental domain being treated separately without regard to how domains are interrelated

The Interdisciplinary Team-Based Model of Early Intervention
Multiple professionals provide services to children and families from assessment to intervention

However, information is shared with all team members

Generally done through an informal system of information sharing

Team members may learn from each other through incidental opportunities
The Transdisciplinary Team-Based Model of Early Intervention
Professionals from multiple disciplines with special expertise working together help children and their families accomplish identified outcomes

Professionals collaborate and provide integrated routines-based interventions in children’ s natural environments

Critical value embedded in transdisciplinary practices is the exchange of competencies among team members.
The Transdisciplinary Team-Based Model of Early Intervention
Outcomes addressed by the team address the child’ s need for participation in a variety of activities at home, child care and other community environments not predetermined by professional services such as physical therapy or special instruction

Outcomes are addressed by the whole team, rather than individual services provided to a child

In this model, team members work together systematically to share information, transfer roles, and work across disciplinary boundaries; they learn from one and another and work with the family and child in an integrated manner.
The Transdisciplinary Team-Based Model of Early Intervention

One key person takes the lead in coordinating activities to meet outcomes

Other team members share knowledge and skills

The key provider is the primary service provider

Family centered support may be provided more efficiently when a primary early interventionist, assisted by the other members of the team, is the regular contact for the family
The Transdisciplinary Team-Based Model of Early Intervention
The primary interventionist makes regular visits with the child and family and may make joint visits with other team members serving in a consultative role

The Primary Service Provider is the individual working directly with a child through interaction with the transdisciplinary team who provide consultation, modeling, training, technical assistance, and feedback to meet the child’ s outcomes

The interventions provided by the primary service provider will focus on the whole child and family

Individual Reflection
Reflect on the Team Based Models of Early Intervention described in the literature

Record in your journal what models you have participated in and note additional advantages and disadvantages you may have experienced
5 Components of Transdisciplinary Team-Based Model
Process of Role Release
Process of Role Release
Process of Role Release
Process of Role Release
Process of Role Release
Process of Role Release
Process of Role Release
Transdisciplinary Teaming Model The Recommended Model, Why?

Families have a team of providers working together to meet the needs of their child and family

One provider, the primary provider, who develops an ongoing relationship with the child and family serves as the liaison with the child’ s other providers

Providers collaborate to support the primary service provider in working with the child and family

Services are not fragmented along disciplinary lines

Services are not duplicated
Important Considerations
Almost all child-level intervention occurs between intervention sessions

Families benefit from having a primary source of support who effectively integrates recommendations from different disciplines

In the transdisciplinary model the focus is on holistic functional outcomes that have an impact on daily routines unlike the multidisciplinary model where the focus tends to be on a single developmental domain

More is not necessarily better (e.g. more services)

Families may find that dealing with one professional, who has compiled input from other
professionals is less overwhelming and intrusive
Important Considerations

The child’ s development is viewed as integrated

Families participate as equal, contributing members of the team

Integrated therapy which represents recommended practice occurs when transdisciplinary teams deliver services in natural environments and inclusive settings

All services are provided to the child within the routines and activities of the natural setting

Closing Thoughts
The information shared in this training module was designed to introduce providers to the importance of teaming, and recognizing families as equal members of teams, effective team functioning, the different team-based models of service delivery and the components and benefits of the Transdisciplinary team-based model which is the recommended model in the field of Early Intervention.
Next Steps
There will be a face-to-face Training on Teaming in Early Intervention as a follow-up to this module which will discuss implementing the recommended practices around teaming described in this module in the EarlySteps program in Louisiana.
References and Resources
References and Resources for this training module can be found in the Reference and Resource Handout provided

Thank You for Participating in the EarlySteps Web-based Training Module: Intro to Teaming Practices in Early Intervention!

Funding for training provided by the LA Department of Health and Hospitals, Office for Citizens with Developmental Disabilities, EarlySteps

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