Jeffries LM, McEwen IR, Hamilton TB, Snyder P, Mouradian L, Corrigan S; University of Oklahoma Health Sciences Center, Oklahoma City, OK. lynn-jeffries@ouhsc.edu.

PURPOSE: The purpose of this ethnographic study was to explore an early intervention (EI) team’s culture. Schein (1992) and Ott (1989) identified three levels at which culture can be analyzed: Level I, artifacts, participants, roles, and routines; Level II, values and beliefs; and Level III, basic assumptions. This study examined the EI team’s routines related to the provision of EI services. SUBJECTS: An EI team in Oklahoma, identified using a snowball sampling technique participated in this study. The team members included a physical therapist, speech-language pathologist, child development specialist, resource coordinator, and regional coordinator. METHODS: The primary author spent 22 days in the field with the EI team and gathered data using participant observation, document review, and individual interviews. ANALYSIS: The data were analyzed through a process of searching for similar routines that occurred during EI program activities. Once routines were determined a frame analysis process, as described by Goffman (1986), was used to identify the sequence of events and interactions that occurred both within a program routine, across different routines, and across different EI providers. RESULTS: The results of this study provide a description of the EI program routines and the activities incorporated within and across each routine. Four program routines were identified that involved interactions with families: 1) initial family interview, 2) evaluation, 3) assessment and individual family service plan, and 4) home visit. The program routines were similarly structured, but the context of the appointments differed slightly based on the reason for the appointment and the team members present. Within each program routine 11 consistent frames or activities were identified and similarly implemented by each team member: 1) planning, 2) driving, 3) greeting, 4) explanation, 5) checking in, 6) observation, 7) paperwork, 8) activities with child and caregiver, 9) sharing information, 10) scheduling, and 11) closure. CONCULSIONS: This study offered insight into the EI team’s programmatic routines and the specific activities that occurred within each routine. The identified routines corresponded with components of the EI process as described in the Individuals with Disabilities Education Act, Amendments of 1997. The various activities were consistent across each program routine and between each EI provider. As a physical therapist joins an EI team, an understanding of programmatic routines and activities should enhance the therapist’s ability to become a valued team member. FUNDING SOURCE: Department of Health and Human Services, Maternal and Child Health Bureau, Grant No. 6T18MC00008-03. No material gain.

Copyright 2004 by the American Physical Therapy Association

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