While Nebraska’s RBEI approach does not specify a particular model of service delivery, the 2014 Key Principles, the 2014 Key Principles of Early Intervention and Effective Practices: A Crosswalk with Statements from Discipline Specific Literature (https://ectacenter.org/~pdfs/topics/eiservices/keyprinciplesmatrix_01_30_15.pdf), contains statements from AOTA, APTA, ASHA, DEC, and the Workgroup on Principles and Practices in Natural Environments that are congruent with using a primary provider who represents and receives team and community support (https://ectacenter.org/topics/eiservices/keyprinckeyprac.asp)

Services for young children who are at risk for, or have developmental disabilities, typically require more than one professional to address their needs.  This is because all young children learn best through everyday routines and activities, and most routines include learning opportunities that cross developmental domains.  Therefore, in order to most effectively provide support for a child’s participation in routines, a team with multiple disciplines represented is key.  In addition, EI programs are required by Part C regulation to have a multidisciplinary team of professionals available.  But how that team is configured matters.  Learn more about teaming approaches.

The Primary Service Provider (PSP) teaming approach is the most widely recognized method for implementing a transdisciplinary model of teaming.  It is defined as “a process for supporting families of young children with disabilities in which a single PSP is identified for each family and receives support from other team members in the form of coaching to promote practitioner capacity to address a range of child and family priorities” (Shelden & Rush, 2022). 

To learn more about the PSP teaming approach: 

Guidelines for PSP Team Meetings:  https://fipp.ncdhhs.gov/wp-content/uploads/casetools_vol4_no2.pdf

Checklists for Implementing the PSP approach:  https://fipp.ncdhhs.gov/wp-content/uploads/casetools_vol5_no1.pdf

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