Staff Travel Time in Rural- and Urban-Serving Infants and Toddlers With Disabilities (Part C) Programs in Kansas

IF 1.5 4区 医学 Q2 EDUCATION, SPECIAL Journal of Early Intervention Pub Date : 2024-02-13 DOI:10.1177/10538151241230842
Christopher D. Tilden, Nathan C. Kuhn, Sushmita Samaddar, Hilde A. McKee, Silke A. von Esenwein, Rebecca J. Gillam
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Abstract

Staff travel required to provide home visiting services can be a barrier to quality service provision. This may be of particular concern to rural programs, where the demands of staff travel are often thought to be greater than in urban settings. As part of a statewide needs assessment of the Infants and Toddlers with Disabilities Program in Kansas (Kansas Part C), a time study was conducted to examine travel time in rural and urban programs. While in the field, Part C providers spent 29.9% of their time traveling, over half (51.4%) of their time in direct service, 5.5% preparing documentation, and 2.0% communicating with clients and partners. Travel time did not differ significantly between urban and rural programs. This suggests that caution is warranted when adopting policy approaches, such as funding formula differences, designed to account for assumed (but not documented) differences in rural and urban programs, such as staff travel time.
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堪萨斯州服务于农村和城市残疾婴幼儿(C 部分)计划的工作人员差旅时间
提供家访服务所需的工作人员差旅可能会成为提供优质服务的障碍。这可能是农村计划特别关注的问题,因为农村计划对工作人员差旅的要求通常被认为比城市计划更高。作为堪萨斯州残疾婴幼儿计划(堪萨斯州 C 部分)全州需求评估的一部分,我们进行了一项时间研究,以检查农村和城市计划的旅行时间。在实地工作中,C 部分服务提供者 29.9% 的时间用于旅行,一半以上(51.4%)的时间用于直接服务,5.5% 用于准备文件,2.0% 用于与客户和合作伙伴沟通。旅行时间在城市和农村计划之间没有明显差异。这表明,在采用政策方法(如资助公式差异)时,应谨慎考虑假设的(但未记录的)城乡计划差异,如工作人员的差旅时间。
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来源期刊
CiteScore
3.30
自引率
7.10%
发文量
21
期刊介绍: The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.
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