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2017 Summer Institute Intensive Session

Minnesota Early Intervention Summer Institute

Session 5

Primary Service Provider Model: Successful Teaming from Intake through Transition


Since the inception of Part C of IDEA, 30 years ago, the field of Early Intervention has striven to ensure coordinated, truly family-centered services for young children with disabilities and their families. What Part C looks like in practice has evolved over time as updates to evidence has supported moving into family homes and other natural environments, and with the recognition that caregivers can be primary agents of change. Teaming approaches are also beginning to follow this evolution to support children and families in the best ways that are supported by evidence. Today, many states are moving toward adopting a primary service provider approach to teaming, an evidence-practice, to strengthen care and services and improve child and family outcomes.

This session will equip early intervention teams, in any phase of the implementation process, with a wide range of tools to successfully utilize the Primary Service Provider (PSP) model in all aspects of the Part C process. Multidisciplinary early intervention teams are invited to attend and together grapple with their own challenges and opportunities of PSP while sharing their experiences and learning from other teams.

Session instructors come from different multidisciplinary backgrounds and education and have personally faced the opportunities and challenges of moving to the PSP approach as team members. The session will use a variety of methods including readings, lecture, video, small and large group discussion, and practice. Participants as teams will develop a plan and process for successfully teaming during intake, evaluation, intervention planning and implementation, and transition. Evidence-based documents from all disciplines and family-centered practices will be presented to help support conversations with administrators, medical professionals, colleagues, and families in the use of the PSP model in practice.

Session Objectives

In this session, participants will:

  • Describe methods to identify individual strengths and challenges each bring to their team and complete role delineation planning sheets for their team
  • Select strategies for identifying the most appropriate PSP within their team and practice identifying a PSP for several different children/families based on the child’s educational presentation
  • Utilize evidence-based practices to demonstrate a visit with a child and family as the PSP and as the Supporting Service Provider (SSP)
  • Summarize the evidence across multiple disciplines on use of PSP in early intervention practice and articulate the benefits for children and families to multiple audiences
  • Describe and practice a variety of PSP teaming strategies for use in evaluation sessions, intervention planning and sessions, and collaborative team meetings

Intended Audience

Part C teams (attendees come as interdisciplinary teams of two or more). No individual attendees or same discipline teams will be admitted. Early Intervention leaders may attend as individuals.

Participant Requirements

  • Each individual participant will complete all pre-session reading in advance as it provides necessary background from which the session will build.
  • Each team will bring one copy of The Early Intervention Teaming Handbook: The Primary Service Provider Approach by Shelden and Rush. Available through Brookes Publishing.
  • Each team will bring copies of 3 initial evaluations and IFSPs for 3 different students eligible for Part C (to be read by team members only).
  • Each individual participant will bring 1 video (15-20 min) of him/her solely leading a home visit (one provider on the visit).
  • Each team will bring 1 video (15-20 min) of a joint practitioner home visit (multiple providers on one visit).
  • Each team will bring at least 1 laptop, power cord, extension cord, and headphones per team.
  • Each team will bring copies of any current structures used within the teams (i.e. agenda for child study or team meetings, home visit documentation forms, student outcome progress recording forms, and scheduling processes).

Intended Skill Level: Beginner to Intermediate


Kellie Krick ObornKellie Krick Oborn, Ph.D., has dedicated 20+ years to the field of Early Childhood Special Education. She has held a wide variety of teaching and leadership positions in St. Paul and Minneapolis Public Schools. Kellie has previously taught in 3-5 year-old self-contained and inclusive classrooms, and provided B-3 services. As a leader, she provides professional development, coaching, and consultation focused on installation of evidence-based practices. Her dissertation examined the effects of performance feedback on B-3 teachers’ use of caregiver coaching strategies. Kellie formerly coordinated the Early Childhood Special Education licensure program at the University of St. Thomas in St. Paul, Minnesota, and is currently coordinating Bloomington Public Schools ECSE Programs. She is the standing president of the MN Sub-Division of the Division for Early Childhood.

Stephanie de Sam Lazaro, OTD, OTR/L, is an Assistant Professor and Doctor in Occupational Therapy. She is the Occupational Therapy Program Co-Director at St. Catherine University in St. Paul, Minnesota. While Stephanie has practiced in many occupational therapy settings, her primary practice has been in Early Childhood Special Education, primarily Part C settings. Her doctoral work was focused on family-guided assessment practices, transdisciplinary teaming practices during the evaluation process, and culturally responsive evaluation practices. Stephanie’s current research pursuits are related to family-centered early intervention, equity in assessment practices, and transdisciplinary teaming. Additional research is focused on current practices and beliefs of Part C providers related to DEC Recommended Practices and multidisciplinary position papers on early intervention practice.

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Last modified on February 21, 2013.