Three Models for Team Interaction Component Multidisciplinary Interdisciplinary Transdisciplinary Philosophy of Team Team members Team members are Team members commit Interaction recognize the willing and able to to teach, learn, and importance of share responsibility work across contributions from for services among disciplinary several disciplines. disciplines. boundaries to plan and provide integrated services. Family Role Generally, families meet The family may or may Families are always with team members not be considered a members of the team separately by team member. and determine their discipline. Families may work own team roles. with the whole team or team representatives. Lines of Communication Lines of communication The team meets The team meets are typically informal. regularly for case regularly to share Members may not conferences, information and to think of themselves consultations, etc. teach and learn as part of a team. across disciplines (for consultations, team building, etc.). Staff Development Staff development Staff development is Staff development generally is frequently shared across disciplines is independent and and held across critical to team within individual disciplines. development and disciplines. role transition. Assessment Process Team members conduct Team members conduct The team participates in separate assessments by an arena assessments by discipline and share assessment, disciplines. results. observing and recording across disciplines. IEP/IFSP Development Team members develop Goals are developed by Staff and family develop separate plans for discipline and shared plan together based intervention within with the rest of the on family concerns, their own disciplines. team to form a single priorities, and service plan. resources. IEP/IFSP Team members Team members Team members share Implementation implement their plan implement parts of responsibility and are separately by the plan for which accountable for how discipline. their disciplines are the plan is responsible. implemented by one person, with the family. From Garland, C. G., McGonigel, J. J., Frank, A., & Buck, D. (1989). The transdisciplinary model of service delivery. Lightfoot, VA: Child Development Resources; and Woodruff, G., & Hanson, C. (1987). Project KAI training packet. Unpublished manuscript. Funded by the U.S. Department of Education, Office of Special Education Programs, Handicapped Children’s Early Education Program.
Three Models for Team Interaction Component Multidisciplinary Interdisciplinary Transdisciplinary Philosophy of Team Interaction Team members recognize the importance of contributions from several disciplines. Team members are willing and able to share responsibility for services among disciplines. Team members commit to teach, learn, and work across disciplinary boundaries to plan and provide integrated services. Family Role Generally, families meet with team members separately by discipline. The family may or may not be considered a team member. Families may work with the whole team or team representatives. Families are always members of the team and determine their own team roles. Lines of Communication Lines of communication are typically informal. Members may not think of themselves as part of a team. The team meets regularly for case conferences, consultations, etc. The team meets regularly to share information and to teach and learn across disciplines (for consultations, team building, etc.). Staff Development Staff development generally is independent and within individual disciplines. Staff development is frequently shared and held across disciplines. Staff development across disciplines is critical to team development and role transition. Assessment Process Team members conduct separate assessments by disciplines. Team members conduct assessments by discipline and share results. The team participates in an arena assessment, observing and recording across disciplines. IEP/IFSP Development Team members develop separate plans for intervention within their own disciplines. Goals are developed by discipline and shared with the rest of the team to form a single service plan. Staff and family develop plan together based on family concerns, priorities, and resources. IEP/IFSP Implementation Team members implement their plan separately by discipline. Team members implement parts of the plan for which their disciplines are responsible. Team members share responsibility and are accountable for how the plan is implemented by one person, with the family. From Garland, C. G., McGonigel, J. J., Frank, A., & Buck, D. (1989). The transdisciplinary model of service delivery. Lightfoot, VA: Child Development Resources; and Woodruff, G., & Hanson, C. (1987). Project KAI training packet. Unpublished manuscript. Funded by the U.S. Department of Education, Office of Special Education Programs, Handicapped Children’s Early Education Program.
Three%20Models%20for%20Team%20Interaction.docx