566 lines
226 KiB
Text
566 lines
226 KiB
Text
<!DOCTYPE html>
|
|
<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" class="no-js no-jr">
|
|
<head>
|
|
<!-- For pinger, set start time and add meta elements. -->
|
|
<script type="text/javascript">var ncbi_startTime = new Date();</script>
|
|
|
|
<!-- Logger begin -->
|
|
<meta name="ncbi_db" content="books">
|
|
<meta name="ncbi_pdid" content="book-toc">
|
|
<meta name="ncbi_acc" content="NBK579715">
|
|
<meta name="ncbi_domain" content="niceng213er14">
|
|
<meta name="ncbi_report" content="reader">
|
|
<meta name="ncbi_type" content="fulltext">
|
|
<meta name="ncbi_objectid" content="">
|
|
<meta name="ncbi_pcid" content="/NBK579715/?report=reader">
|
|
<meta name="ncbi_pagename" content="Evidence reviews for commissioning, practice and service delivery models - NCBI Bookshelf">
|
|
<meta name="ncbi_bookparttype" content="toc">
|
|
<meta name="ncbi_app" content="bookshelf">
|
|
<!-- Logger end -->
|
|
|
|
<!--component id="Page" label="meta"/-->
|
|
<script type="text/javascript" src="/corehtml/pmc/jatsreader/ptpmc_3.22/js/jr.boots.min.js"> </script><title>Evidence reviews for commissioning, practice and service delivery models - NCBI Bookshelf</title>
|
|
<meta charset="utf-8">
|
|
<meta name="apple-mobile-web-app-capable" content="no">
|
|
<meta name="viewport" content="initial-scale=1,minimum-scale=1,maximum-scale=1,user-scalable=no">
|
|
<meta name="jr-col-layout" content="1">
|
|
<meta name="robots" content="INDEX,FOLLOW,NOARCHIVE,NOIMAGEINDEX">
|
|
<meta name="citation_title" content="Evidence reviews for commissioning, practice and service delivery models">
|
|
<meta name="citation_publisher" content="National Institute for Health and Care Excellence (NICE)">
|
|
<meta name="citation_date" content="2022/03">
|
|
<meta name="citation_pmid" content="35471799">
|
|
<meta name="citation_fulltext_html_url" content="https://www.ncbi.nlm.nih.gov/books/NBK579715/">
|
|
<link rel="schema.DC" href="http://purl.org/DC/elements/1.0/">
|
|
<meta name="DC.Title" content="Evidence reviews for commissioning, practice and service delivery models">
|
|
<meta name="DC.Type" content="Text">
|
|
<meta name="DC.Publisher" content="National Institute for Health and Care Excellence (NICE)">
|
|
<meta name="DC.Date" content="2022/03">
|
|
<meta name="DC.Identifier" content="https://www.ncbi.nlm.nih.gov/books/NBK579715/">
|
|
<meta name="og:title" content="Evidence reviews for commissioning, practice and service delivery models">
|
|
<meta name="og:type" content="book">
|
|
<meta name="og:url" content="https://www.ncbi.nlm.nih.gov/books/NBK579715/">
|
|
<meta name="og:site_name" content="NCBI Bookshelf">
|
|
<meta name="og:image" content="https://www.ncbi.nlm.nih.gov/corehtml/pmc/pmcgifs/bookshelf/thumbs/th-niceng213er14-lrg.png">
|
|
<meta name="twitter:card" content="summary">
|
|
<meta name="twitter:site" content="@ncbibooks">
|
|
<meta name="bk-non-canon-loc" content="/books/n/niceng213er14/toc/?report=reader">
|
|
<link rel="canonical" href="https://www.ncbi.nlm.nih.gov/books/NBK579715/">
|
|
<link href="https://fonts.googleapis.com/css?family=Archivo+Narrow:400,700,400italic,700italic&subset=latin" rel="stylesheet" type="text/css">
|
|
<link rel="stylesheet" href="/corehtml/pmc/jatsreader/ptpmc_3.22/css/libs.min.css">
|
|
<link rel="stylesheet" href="/corehtml/pmc/jatsreader/ptpmc_3.22/css/jr.min.css">
|
|
<meta name="format-detection" content="telephone=no">
|
|
<link rel="stylesheet" href="/corehtml/pmc/css/bookshelf/2.26/css/books.min.css" type="text/css">
|
|
<link rel="stylesheet" href="/corehtml/pmc/css/bookshelf/2.26/css//books_print.min.css" type="text/css" media="print">
|
|
<link rel="stylesheet" href="/corehtml/pmc/css/bookshelf/2.26/css/books_reader.min.css" type="text/css">
|
|
<style type="text/css">p a.figpopup{display:inline !important} .bk_tt {font-family: monospace} .first-line-outdent .bk_ref {display: inline} .body-content h2, .body-content .h2 {border-bottom: 1px solid #97B0C8} .body-content h2.inline {border-bottom: none} a.page-toc-label , .jig-ncbismoothscroll a {text-decoration:none;border:0 !important} .temp-labeled-list .graphic {display:inline-block !important} .temp-labeled-list img{width:100%}</style>
|
|
|
|
<link rel="shortcut icon" href="//www.ncbi.nlm.nih.gov/favicon.ico">
|
|
<meta name="ncbi_phid" content="CE8EEC027D6E7E010000000001440108.m_5">
|
|
<meta name='referrer' content='origin-when-cross-origin'/><link type="text/css" rel="stylesheet" href="//static.pubmed.gov/portal/portal3rc.fcgi/4216699/css/3852956/3849091.css"></head>
|
|
<body>
|
|
<!-- Book content! -->
|
|
|
|
|
|
<div id="jr" data-jr-path="/corehtml/pmc/jatsreader/ptpmc_3.22/"><div class="jr-unsupported"><table class="modal"><tr><td><span class="attn inline-block"></span><br />Your browser does not support the NLM PubReader view.<br />Go to <a href="/pmc/about/pr-browsers/">this page</a> to see a list of supported browsers<br />or return to the <br /><a href="/books/NBK579715/?report=classic">regular view</a>.</td></tr></table></div><div id="jr-ui" class="hidden"><nav id="jr-head"><div class="flexh tb"><div id="jr-tb1"><a id="jr-links-sw" class="hidden" title="Links"><svg xmlns="http://www.w3.org/2000/svg" version="1.1" x="0px" y="0px" viewBox="0 0 70.6 85.3" style="enable-background:new 0 0 70.6 85.3;vertical-align:middle" xml:space="preserve" width="24" height="24">
|
|
<style type="text/css">.st0{fill:#939598;}</style>
|
|
<g>
|
|
<path class="st0" d="M36,0C12.8,2.2-22.4,14.6,19.6,32.5C40.7,41.4-30.6,14,35.9,9.8"></path>
|
|
<path class="st0" d="M34.5,85.3c23.2-2.2,58.4-14.6,16.4-32.5c-21.1-8.9,50.2,18.5-16.3,22.7"></path>
|
|
<path class="st0" d="M34.7,37.1c66.5-4.2-4.8-31.6,16.3-22.7c42.1,17.9,6.9,30.3-16.4,32.5h1.7c-66.2,4.4,4.8,31.6-16.3,22.7 c-42.1-17.9-6.9-30.3,16.4-32.5"></path>
|
|
</g>
|
|
</svg> Books</a></div><div class="jr-rhead f1 flexh"></div><div id="jr-tb2"><a id="jr-bkhelp-sw" class="btn wsprkl hidden" title="Help with NLM PubReader">?</a><a id="jr-help-sw" class="btn wsprkl hidden" title="Settings and typography in NLM PubReader"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512" preserveAspectRatio="none"><path d="M462,283.742v-55.485l-29.981-10.662c-11.431-4.065-20.628-12.794-25.274-24.001 c-0.002-0.004-0.004-0.009-0.006-0.013c-4.659-11.235-4.333-23.918,0.889-34.903l13.653-28.724l-39.234-39.234l-28.72,13.652 c-10.979,5.219-23.68,5.546-34.908,0.889c-0.005-0.002-0.01-0.003-0.014-0.005c-11.215-4.65-19.933-13.834-24-25.273L283.741,50 h-55.484l-10.662,29.981c-4.065,11.431-12.794,20.627-24.001,25.274c-0.005,0.002-0.009,0.004-0.014,0.005 c-11.235,4.66-23.919,4.333-34.905-0.889l-28.723-13.653l-39.234,39.234l13.653,28.721c5.219,10.979,5.545,23.681,0.889,34.91 c-0.002,0.004-0.004,0.009-0.006,0.013c-4.649,11.214-13.834,19.931-25.271,23.998L50,228.257v55.485l29.98,10.661 c11.431,4.065,20.627,12.794,25.274,24c0.002,0.005,0.003,0.01,0.005,0.014c4.66,11.236,4.334,23.921-0.888,34.906l-13.654,28.723 l39.234,39.234l28.721-13.652c10.979-5.219,23.681-5.546,34.909-0.889c0.005,0.002,0.01,0.004,0.014,0.006 c11.214,4.649,19.93,13.833,23.998,25.271L228.257,462h55.484l10.595-29.79c4.103-11.538,12.908-20.824,24.216-25.525 c0.005-0.002,0.009-0.004,0.014-0.006c11.127-4.628,23.694-4.311,34.578,0.863l28.902,13.738l39.234-39.234l-13.66-28.737 c-5.214-10.969-5.539-23.659-0.886-34.877c0.002-0.005,0.004-0.009,0.006-0.014c4.654-11.225,13.848-19.949,25.297-24.021 L462,283.742z M256,331.546c-41.724,0-75.548-33.823-75.548-75.546s33.824-75.547,75.548-75.547 c41.723,0,75.546,33.824,75.546,75.547S297.723,331.546,256,331.546z"></path></svg></a><a id="jr-fip-sw" class="btn wsprkl hidden" title="Find"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 550 600" preserveAspectRatio="none"><path fill="none" stroke="#000" stroke-width="36" stroke-linecap="round" style="fill:#FFF" d="m320,350a153,153 0 1,0-2,2l170,170m-91-117 110,110-26,26-110-110"></path></svg></a><a id="jr-cmap-sw" class="btn wsprkl hidden" title="Table of Contents"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 100 100" preserveAspectRatio="none"><path d="M20,20h10v8H20V20zM36,20h44v8H36V20zM20,37.33h10v8H20V37.33zM36,37.33h44v8H36V37.33zM20,54.66h10v8H20V54.66zM36,54.66h44v8H36V54.66zM20,72h10v8 H20V72zM36,72h44v8H36V72z"></path></svg></a></div></div></nav><nav id="jr-dash" class="noselect"><nav id="jr-dash" class="noselect"><div id="jr-pi" class="hidden"><a id="jr-pi-prev" class="hidden" title="Previous page"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 100 100" preserveAspectRatio="none"><path d="M75,30 c-80,60 -80,0 0,60 c-30,-60 -30,0 0,-60"></path><text x="20" y="28" textLength="60" style="font-size:25px">Prev</text></svg></a><div class="pginfo">Page <i class="jr-pg-pn">0</i> of <i class="jr-pg-lp">0</i></div><a id="jr-pi-next" class="hidden" title="Next page"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 100 100" preserveAspectRatio="none"><path d="M25,30c80,60 80,0 0,60 c30,-60 30,0 0,-60"></path><text x="20" y="28" textLength="60" style="font-size:25px">Next</text></svg></a></div><div id="jr-is-tb"><a id="jr-is-sw" class="btn wsprkl hidden" title="Switch between Figures/Tables strip and Progress bar"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 100 100" preserveAspectRatio="none"><rect x="10" y="40" width="20" height="20"></rect><rect x="40" y="40" width="20" height="20"></rect><rect x="70" y="40" width="20" height="20"></rect></svg></a></div><nav id="jr-istrip" class="istrip hidden"><a id="jr-is-prev" href="#" class="hidden" title="Previous"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 100 100" preserveAspectRatio="none"><path d="M80,40 60,65 80,90 70,90 50,65 70,40z M50,40 30,65 50,90 40,90 20,65 40,40z"></path><text x="35" y="25" textLength="60" style="font-size:25px">Prev</text></svg></a><a id="jr-is-next" href="#" class="hidden" title="Next"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 100 100" preserveAspectRatio="none"><path d="M20,40 40,65 20,90 30,90 50,65 30,40z M50,40 70,65 50,90 60,90 80,65 60,40z"></path><text x="15" y="25" textLength="60" style="font-size:25px">Next</text></svg></a></nav><nav id="jr-progress"></nav></nav></nav><aside id="jr-links-p" class="hidden flexv"><div class="tb sk-htbar flexh"><div><a class="jr-p-close btn wsprkl">Done</a></div><div class="title-text f1">NCBI Bookshelf</div></div><div class="cnt lol f1"><a href="/books/">Home</a><a href="/books/browse/">Browse All Titles</a><a class="btn share" target="_blank" rel="noopener noreferrer" href="https://www.facebook.com/sharer/sharer.php?u=https://www.ncbi.nlm.nih.gov/books/NBK579715/"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 33 33" style="vertical-align:middle" width="24" height="24" preserveAspectRatio="none"><g><path d="M 17.996,32L 12,32 L 12,16 l-4,0 l0-5.514 l 4-0.002l-0.006-3.248C 11.993,2.737, 13.213,0, 18.512,0l 4.412,0 l0,5.515 l-2.757,0 c-2.063,0-2.163,0.77-2.163,2.209l-0.008,2.76l 4.959,0 l-0.585,5.514L 18,16L 17.996,32z"></path></g></svg> Share on Facebook</a><a class="btn share" target="_blank" rel="noopener noreferrer" href="https://twitter.com/intent/tweet?url=https://www.ncbi.nlm.nih.gov/books/NBK579715/&text=Evidence%20reviews%20for%20commissioning%2C%20practice%20and%20service%20delivery%20models"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 33 33" style="vertical-align:middle" width="24" height="24"><g><path d="M 32,6.076c-1.177,0.522-2.443,0.875-3.771,1.034c 1.355-0.813, 2.396-2.099, 2.887-3.632 c-1.269,0.752-2.674,1.299-4.169,1.593c-1.198-1.276-2.904-2.073-4.792-2.073c-3.626,0-6.565,2.939-6.565,6.565 c0,0.515, 0.058,1.016, 0.17,1.496c-5.456-0.274-10.294-2.888-13.532-6.86c-0.565,0.97-0.889,2.097-0.889,3.301 c0,2.278, 1.159,4.287, 2.921,5.465c-1.076-0.034-2.088-0.329-2.974-0.821c-0.001,0.027-0.001,0.055-0.001,0.083 c0,3.181, 2.263,5.834, 5.266,6.438c-0.551,0.15-1.131,0.23-1.73,0.23c-0.423,0-0.834-0.041-1.235-0.118 c 0.836,2.608, 3.26,4.506, 6.133,4.559c-2.247,1.761-5.078,2.81-8.154,2.81c-0.53,0-1.052-0.031-1.566-0.092 c 2.905,1.863, 6.356,2.95, 10.064,2.95c 12.076,0, 18.679-10.004, 18.679-18.68c0-0.285-0.006-0.568-0.019-0.849 C 30.007,8.548, 31.12,7.392, 32,6.076z"></path></g></svg> Share on Twitter</a></div></aside><aside id="jr-cmap-p" class="hidden flexv"><div class="tb sk-htbar flexh"><div><a class="jr-p-close btn wsprkl">Done</a></div><div class="title-text f1">In Page Navigation</div></div><div class="cnt lol f1"><a href="/books/n/niceercollect/?report=reader">NICE Evidence Reviews Collection</a><a class="current">Title Information</a></div></aside><aside id="jr-help-p" class="hidden flexv"><div class="tb sk-htbar flexh"><div><a class="jr-p-close btn wsprkl">Done</a></div><div class="title-text f1">Settings</div></div><div class="cnt f1"><div id="jr-typo-p" class="typo"><div><a class="sf btn wsprkl">A-</a><a class="lf btn wsprkl">A+</a></div><div><a class="bcol-auto btn wsprkl"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 200 100" preserveAspectRatio="none"><text x="10" y="70" style="font-size:60px;font-family: Trebuchet MS, ArialMT, Arial, sans-serif" textLength="180">AUTO</text></svg></a><a class="bcol-1 btn wsprkl"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 100 100" preserveAspectRatio="none"><path d="M15,25 85,25zM15,40 85,40zM15,55 85,55zM15,70 85,70z"></path></svg></a><a class="bcol-2 btn wsprkl"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 100 100" preserveAspectRatio="none"><path d="M5,25 45,25z M55,25 95,25zM5,40 45,40z M55,40 95,40zM5,55 45,55z M55,55 95,55zM5,70 45,70z M55,70 95,70z"></path></svg></a></div></div><div class="lol"><a class="" href="/books/NBK579715/?report=classic">Switch to classic view</a><a href="/books/n/niceng213er14/pdf/">PDF (1.5M)</a><a href="/books/n/niceng213er14/toc/?report=printable">Print View</a></div></div></aside><aside id="jr-bkhelp-p" class="hidden flexv"><div class="tb sk-htbar flexh"><div><a class="jr-p-close btn wsprkl">Done</a></div><div class="title-text f1">Help</div></div><div class="cnt f1 lol"><a id="jr-helpobj-sw" data-path="/corehtml/pmc/jatsreader/ptpmc_3.22/" data-href="/corehtml/pmc/jatsreader/ptpmc_3.22/img/bookshelf/help.xml" href="">Help</a><a href="mailto:info@ncbi.nlm.nih.gov?subject=PubReader%20feedback%20%2F%20NBK579715%20%2F%20sid%3ACE8B5AF87C7FFCB1_0191SID%20%2F%20phid%3ACE8EEC027D6E7E010000000001440108.4">Send us feedback</a><a id="jr-about-sw" data-path="/corehtml/pmc/jatsreader/ptpmc_3.22/" data-href="/corehtml/pmc/jatsreader/ptpmc_3.22/img/bookshelf/about.xml" href="">About PubReader</a></div></aside><aside id="jr-objectbox" class="thidden hidden"><div class="jr-objectbox-close wsprkl">✘</div><div class="jr-objectbox-inner cnt"><div class="jr-objectbox-drawer"></div></div></aside><nav id="jr-pm-left" class="hidden"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 40 800" preserveAspectRatio="none"><text font-stretch="ultra-condensed" x="800" y="-15" text-anchor="end" transform="rotate(90)" font-size="18" letter-spacing=".1em">Previous Page</text></svg></nav><nav id="jr-pm-right" class="hidden"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 40 800" preserveAspectRatio="none"><text font-stretch="ultra-condensed" x="800" y="-15" text-anchor="end" transform="rotate(90)" font-size="18" letter-spacing=".1em">Next Page</text></svg></nav><nav id="jr-fip" class="hidden"><nav id="jr-fip-term-p"><input type="search" placeholder="search this page" id="jr-fip-term" autocorrect="off" autocomplete="off" /><a id="jr-fip-mg" class="wsprkl btn" title="Find"><svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 550 600" preserveAspectRatio="none"><path fill="none" stroke="#000" stroke-width="36" stroke-linecap="round" style="fill:#FFF" d="m320,350a153,153 0 1,0-2,2l170,170m-91-117 110,110-26,26-110-110"></path></svg></a><a id="jr-fip-done" class="wsprkl btn" title="Dismiss find">✘</a></nav><nav id="jr-fip-info-p"><a id="jr-fip-prev" class="wsprkl btn" title="Jump to previuos match">◀</a><button id="jr-fip-matches">no matches yet</button><a id="jr-fip-next" class="wsprkl btn" title="Jump to next match">▶</a></nav></nav></div><div id="jr-epub-interstitial" class="hidden"></div><div id="jr-content"><article data-type="main"><div class="main-content lit-style"><div class="fm-sec bkr_bottom_sep"><div class="bkr_thumb"><a href="https://www.nice.org.uk" title="National Institute for Health and Care Excellence (NICE)" class="img_link icnblk_img" ref="pagearea=logo&targetsite=external&targetcat=link&targettype=publisher"><img class="source-thumb" src="/corehtml/pmc/pmcgifs/bookshelf/thumbs/th-niceng213er14-lrg.png" alt="Cover of Evidence reviews for commissioning, practice and service delivery models" /></a></div><div class="bkr_bib"><h1 id="_NBK579715_"><span itemprop="name">Evidence reviews for commissioning, practice and service delivery models</span></h1><div class="subtitle">Disabled children and young people up to 25 with severe complex needs: integrated service delivery and organisation across education, health and social care</div><p><b>Evidence review N</b></p><p><i>NICE Guideline, No. 213</i></p><div class="half_rhythm">London: <a href="https://www.nice.org.uk" ref="pagearea=meta&targetsite=external&targetcat=link&targettype=publisher"><span itemprop="publisher">National Institute for Health and Care Excellence (NICE)</span></a>; <span itemprop="datePublished">2022 Mar</span>.<div class="small">ISBN-13: <span itemprop="isbn">978-1-4731-4460-6</span></div></div><div><a href="/books/about/copyright/">Copyright</a> © NICE 2022.</div></div><div class="bkr_clear"></div></div><div id="niceng213er14.s1"><h2 id="_niceng213er14_s1_">Commissioning, practice and service delivery models</h2><p>This evidence report contains information on 2 reviews relating to commissioning, practice and service delivery models:
|
|
<ul><li class="half_rhythm"><div>What are the most effective commissioning, practice and service delivery models to deliver joined-up health, social care and education services for disabled children and young people with severe complex needs?</div></li></ul></p><div id="niceng213er14.s1.1"><h3>What combined commissioning, practice and service delivery models are most effective in meeting the health, social care and education needs (including changing and evolving needs) of disabled children and young people with severe complex needs</h3></div><div id="niceng213er14.s1.2"><h3>Commissioning, practice and service delivery models to deliver joined-up care</h3><div id="niceng213er14.s1.2.1"><h4>Recommendations supported by this evidence review</h4><p>This evidence review supports recommendations 1.15.2 - 1.15.4, 1.15.12, 1.17.1, 1.17.2, 1.17.6, 1.18.1 and the research recommendations on dedicated keyworkers, care close to home and joint commissioning arrangements. Other evidence supporting these recommendations can be found in the evidence reviews Views and experiences of service users (evidence report A), Barriers and facilitators of joined-up care (evidence report K), Views and experiences of service providers (evidence report M).</p></div></div><div id="niceng213er14.s1.3"><h3>Review question</h3><p>What are the most effective commissioning, practice and service delivery models to deliver joined-up health, social care and education services for disabled children and young people with severe complex needs?</p><div id="niceng213er14.s1.3.1"><h4>Introduction</h4><p>This review aims to identify effective models for the delivery of joined-up health, social care and education services for disabled children and young people with severe complex needs.</p><p>At the time of scoping and developing the review protocols, documents referred to health, social care and education in accordance with NICE style. When discussing the evidence and making recommendations, these services will be referred to in the order of education, health and social care for consistency with education, health and care plans.</p></div><div id="niceng213er14.s1.3.2"><h4>Summary of the protocol</h4><p>See <a class="figpopup" href="/books/NBK579715/table/niceng213er14.tab1/?report=objectonly" target="object" rid-figpopup="figniceng213er14tab1" rid-ob="figobniceng213er14tab1">Table 1</a> for a summary of the Population, Intervention, Comparison and Outcome (PICO) characteristics of this review.</p><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng213er14tab1"><a href="/books/NBK579715/table/niceng213er14.tab1/?report=objectonly" target="object" title="Table 1" class="img_link icnblk_img figpopup" rid-figpopup="figniceng213er14tab1" rid-ob="figobniceng213er14tab1"><img class="small-thumb" src="/books/NBK579715/table/niceng213er14.tab1/?report=thumb" src-large="/books/NBK579715/table/niceng213er14.tab1/?report=previmg" alt="Table 1. Summary of the protocol (PICO table)." /></a><div class="icnblk_cntnt"><h4 id="niceng213er14.tab1"><a href="/books/NBK579715/table/niceng213er14.tab1/?report=objectonly" target="object" rid-ob="figobniceng213er14tab1">Table 1</a></h4><p class="float-caption no_bottom_margin">Summary of the protocol (PICO table). </p></div></div><p>For further details see the review protocol in <a href="#niceng213er14.appa">appendix A</a>.</p></div><div id="niceng213er14.s1.3.3"><h4>Methods and processes</h4><p>This evidence review was developed using the methods and process described in <a href="https://www.nice.org.uk/process/pmg20/chapter/introduction-and-overview" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Developing NICE guidelines: the manual</a>. Methods specific to this review question are described in the review protocol in <a href="#niceng213er14.appa">appendix A</a> and the <a href="/books/NBK579715/bin/niceng213er14_bm1.pdf">methods</a> document (Supplement A).</p><p>Declarations of interest were recorded according to <a href="https://www.nice.org.uk/about/who-we-are/policies-and-procedures" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">NICE’s conflicts of interest policy</a>.</p></div><div id="niceng213er14.s1.3.4"><h4>Effectiveness evidence</h4><div id="niceng213er14.s1.3.4.1"><h5>Included studies</h5><p>Three mixed methods studies were included in this review (<a class="bibr" href="#niceng213er14.s1.ref1" rid="niceng213er14.s1.ref1">Craston 2013</a>, <a class="bibr" href="#niceng213er14.s1.ref3" rid="niceng213er14.s1.ref3">Greco 2005</a> and <a class="bibr" href="#niceng213er14.s1.ref5" rid="niceng213er14.s1.ref5">Thom 2015</a>).</p><p>The included studies are summarised in <a class="figpopup" href="/books/NBK579715/table/niceng213er14.tab2/?report=objectonly" target="object" rid-figpopup="figniceng213er14tab2" rid-ob="figobniceng213er14tab2">Table 2</a>.</p><p>One study compared different practice and service delivery models for management of care (<a class="bibr" href="#niceng213er14.s1.ref3" rid="niceng213er14.s1.ref3">Greco 2005</a>), 1 study compared different practice and service delivery models for individual case management (<a class="bibr" href="#niceng213er14.s1.ref3" rid="niceng213er14.s1.ref3">Greco 2005</a>), and 3 studies compared different commissioning models for financial arrangements (<a class="bibr" href="#niceng213er14.s1.ref1" rid="niceng213er14.s1.ref1">Craston 2013</a>, <a class="bibr" href="#niceng213er14.s1.ref3" rid="niceng213er14.s1.ref3">Greco 2005</a> and <a class="bibr" href="#niceng213er14.s1.ref5" rid="niceng213er14.s1.ref5">Thom 2015</a>).</p><p>See the literature search strategy in <a href="#niceng213er14.appb">appendix B</a> and study selection flow chart in <a href="#niceng213er14.appc">appendix C</a>.</p></div><div id="niceng213er14.s1.3.4.2"><h5>Excluded studies</h5><p>Studies not included in this review are listed, and reasons for their exclusion are provided in <a href="#niceng213er14.appj">appendix J</a>.</p></div></div><div id="niceng213er14.s1.3.5"><h4>Summary of studies included in the effectiveness evidence</h4><p>Summaries of the studies that were included in this review are presented in <a class="figpopup" href="/books/NBK579715/table/niceng213er14.tab2/?report=objectonly" target="object" rid-figpopup="figniceng213er14tab2" rid-ob="figobniceng213er14tab2">Table 2</a>.</p><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng213er14tab2"><a href="/books/NBK579715/table/niceng213er14.tab2/?report=objectonly" target="object" title="Table 2" class="img_link icnblk_img figpopup" rid-figpopup="figniceng213er14tab2" rid-ob="figobniceng213er14tab2"><img class="small-thumb" src="/books/NBK579715/table/niceng213er14.tab2/?report=thumb" src-large="/books/NBK579715/table/niceng213er14.tab2/?report=previmg" alt="Table 2. Summary of included studies." /></a><div class="icnblk_cntnt"><h4 id="niceng213er14.tab2"><a href="/books/NBK579715/table/niceng213er14.tab2/?report=objectonly" target="object" rid-ob="figobniceng213er14tab2">Table 2</a></h4><p class="float-caption no_bottom_margin">Summary of included studies. </p></div></div><p>See the full evidence tables in <a href="#niceng213er14.appd">appendix D</a> and the forest plots in <a href="#niceng213er14.appe">appendix E</a>.</p></div><div id="niceng213er14.s1.3.6"><h4>Summary of the effectiveness evidence</h4><p>Overall, services receiving designated funding, with designated service managers and with clear key worker job descriptions had important benefits over those with no designated funding, no designated service manager and partial or no key worker job descriptions, respectively, for parents’ satisfaction with key worker services. There was also an important benefit of joint or pooled budgets over separate budgets in terms of fewer parents saying they were fairly or very dissatisfied with services, that it took too long to access services and that information was not shared across services well or at all. There was also an increase in the number of parents reporting that planning had taken place jointly with pooled budgets compared with separate budgets, but there were no differences in number of parents who were very or fairly satisfied with services or that reported information was shared across services very or fairly well. There was no important difference in parents’ satisfaction for services with and without parental involvement in the steering committee or services with and without designated key workers.</p><p>Only three studies were found for this review question and the majority of the evidence was low quality, from single studies and seriously imprecise. Further, none of the included studies reported local availability of services or use of services.</p><p>See <a href="#niceng213er14.appf">appendix F</a> for full GRADE tables.</p></div><div id="niceng213er14.s1.3.7"><h4>Economic evidence</h4><p>The economic review of the evidence was undertaken for this review and the review of meeting health, social care and education needs simultaneously. See <a href="#niceng213er14.s1.5.7">economic evidence</a> in the meeting health, social care and education needs, including changing and evolving needs section.</p></div><div id="niceng213er14.s1.3.8"><h4>Summary of included economic evidence</h4><p>See the economic evidence tables in <a href="#niceng213er14.apph">appendix H</a> and <a href="#niceng213er14.s1.5.8">summary of studies included in the economic evidence review</a> in the meeting health, social care and education needs, including changing and evolving needs section.</p></div><div id="niceng213er14.s1.3.9"><h4>Economic model</h4><p>See <a href="#niceng213er14.s1.5.9">economic model</a> in the meeting health, social care and education needs, including changing and evolving needs section.</p></div><div id="niceng213er14.s1.3.10"><h4>Evidence statements</h4><div id="niceng213er14.s1.3.10.1"><h5>Economic</h5><p>See the <a href="#niceng213er14.s1.5.10">economic evidence statements</a> in the meeting health, social care and education needs, including changing and evolving needs section.</p></div></div><div id="niceng213er14.s1.3.11"><h4>The committee’s discussion and interpretation of the evidence</h4><div id="niceng213er14.s1.3.11.1"><h5>The outcomes that matter most</h5><p>This review question focused on the impact of models for the delivery of joined-up health, social care and education services on service-focused outcomes. The impact of models for the delivery of joined-up health, social care and education services on person-focused outcomes, such as quality of life, are included in the review of ‘Commissioning, practice and service delivery models that meet education, health, and social care needs’.</p><p>Service user satisfaction and access to services were prioritised as critical outcomes by the committee. Service user satisfaction was selected as a critical outcome due to the importance of providing person-centred services. Access to services, measured both in terms of local availability and waiting times, was selected as a critical outcome, as being unable to access services may exacerbate children and young peoples’ needs.</p><p>Joined-up support and use of health, social care and education services were selected as important outcomes by the committee. Joined-up support, measured both in terms of cross-sector planning and effectiveness of information sharing, was selected as an important outcome as the committee agreed that joined-up support should better enable services to meet the needs of children and young people. Use of health, social care and education services was included as an important outcome as another way of capturing the accessibility of services.</p><p>No evidence was found that reported local availability of services or use of services.</p></div><div id="niceng213er14.s1.3.11.2"><h5>The quality of the evidence</h5><p>The quality of the evidence was assessed with GRADE and was rated as low to moderate. Concerns about risk of bias were “serious” for all outcomes. The most serious concerns were biases arising from selection of participants and measurement of outcomes. There was “no serious inconsistency” for all outcomes, due to only one study reporting all but one outcome of interest. There was also “no serious indirectness” for all outcomes. Concerns about imprecision ranged from “serious” to “no serious imprecision”. Serious imprecision was due to 95% confidence intervals crossing boundaries for minimally important differences.</p></div><div id="niceng213er14.s1.3.11.3"><h5>Benefits and harms</h5><p>See <a href="#niceng213er14.s1.5.11.3">benefits and harms</a> in the meeting health, social care and education needs, including changing and evolving needs section.</p></div><div id="niceng213er14.s1.3.11.4"><h5>Cost effectiveness and resource use</h5><p>See <a href="#niceng213er14.s1.5.11.4">cost effectiveness and resource use</a> in the meeting health, social care and education needs, including changing and evolving needs section.</p></div></div></div><div id="niceng213er14.s1.4"><h3>Commissioning, practice and service delivery models that meet education, health and social care needs</h3></div><div id="niceng213er14.s1.5"><h3>Review question</h3><p>What combined commissioning, practice and service delivery models are most effective in meeting the health, social care and education needs (including changing and evolving needs) of disabled children and young people with severe complex needs?</p><div id="niceng213er14.s1.5.1"><h4>Introduction</h4><p>This review aims to identify effective combined commissioning, practice and service delivery models for meeting the health, social care and education needs (including changing and evolving needs) of disabled children and young people with severe complex needs.</p><p>At the time of scoping and developing the review protocols, documents referred to health, social care and education in accordance with NICE style. When discussing the evidence and making recommendations, these services will be referred to in the order of education, health and social care for consistency with education, health and care plans.</p></div><div id="niceng213er14.s1.5.2"><h4>Summary of the protocol</h4><p>See <a class="figpopup" href="/books/NBK579715/table/niceng213er14.tab3/?report=objectonly" target="object" rid-figpopup="figniceng213er14tab3" rid-ob="figobniceng213er14tab3">Table 3</a> for a summary of the Population, Intervention, Comparison and Outcome (PICO) characteristics of this review.</p><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng213er14tab3"><a href="/books/NBK579715/table/niceng213er14.tab3/?report=objectonly" target="object" title="Table 3" class="img_link icnblk_img figpopup" rid-figpopup="figniceng213er14tab3" rid-ob="figobniceng213er14tab3"><img class="small-thumb" src="/books/NBK579715/table/niceng213er14.tab3/?report=thumb" src-large="/books/NBK579715/table/niceng213er14.tab3/?report=previmg" alt="Table 3. Summary of the protocol (PICO table)." /></a><div class="icnblk_cntnt"><h4 id="niceng213er14.tab3"><a href="/books/NBK579715/table/niceng213er14.tab3/?report=objectonly" target="object" rid-ob="figobniceng213er14tab3">Table 3</a></h4><p class="float-caption no_bottom_margin">Summary of the protocol (PICO table). </p></div></div><p>For further details see the review protocol in <a href="#niceng213er14.appa">appendix A</a>.</p></div><div id="niceng213er14.s1.5.3"><h4>Methods and processes</h4><p>This evidence review was developed using the methods and process described in <a href="https://www.nice.org.uk/process/pmg20/chapter/introduction-and-overview" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Developing NICE guidelines: the manual</a>. Methods specific to this review question are described in the review protocol in <a href="#niceng213er14.appa">appendix A</a> and the <a href="/books/NBK579715/bin/niceng213er14_bm1.pdf">methods</a> document (Supplement A).</p><p>Declarations of interest were recorded according to <a href="https://www.nice.org.uk/about/who-we-are/policies-and-procedures" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">NICE’s conflicts of interest policy</a>.</p></div><div id="niceng213er14.s1.5.4"><h4>Effectiveness evidence</h4><div id="niceng213er14.s1.5.4.1"><h5>Included studies</h5><p>Four studies were included in this review; two mixed methods studies (<a class="bibr" href="#niceng213er14.s1.ref3" rid="niceng213er14.s1.ref3">Greco 2005</a> and <a class="bibr" href="#niceng213er14.s1.ref5" rid="niceng213er14.s1.ref5">Thom 2015</a>), one survey (<a class="bibr" href="#niceng213er14.s1.ref2" rid="niceng213er14.s1.ref2">Eskow 2015</a>), and one before and after study (<a class="bibr" href="#niceng213er14.s1.ref4" rid="niceng213er14.s1.ref4">Klag 2016</a>).</p><p>The included studies are summarised in <a class="figpopup" href="/books/NBK579715/table/niceng213er14.tab2/?report=objectonly" target="object" rid-figpopup="figniceng213er14tab2" rid-ob="figobniceng213er14tab2">Table 2</a>.</p><p>One study compared different practice and service delivery models for management of care (<a class="bibr" href="#niceng213er14.s1.ref3" rid="niceng213er14.s1.ref3">Greco 2005</a>), 2 studies compared difference practice and service delivery models for individual case management/multidisciplinary teams/shared decision making (<a class="bibr" href="#niceng213er14.s1.ref3" rid="niceng213er14.s1.ref3">Greco 2005</a> and <a class="bibr" href="#niceng213er14.s1.ref4" rid="niceng213er14.s1.ref4">Klag 2016</a>), and 3 studies compared different commissioning models for financial arrangements (<a class="bibr" href="#niceng213er14.s1.ref2" rid="niceng213er14.s1.ref2">Eskow 2015</a>, <a class="bibr" href="#niceng213er14.s1.ref3" rid="niceng213er14.s1.ref3">Greco 2005</a> and <a class="bibr" href="#niceng213er14.s1.ref5" rid="niceng213er14.s1.ref5">Thom 2015</a>).</p><p>See the literature search strategy in <a href="#niceng213er14.appb">appendix B</a> and study selection flow chart in <a href="#niceng213er14.appc">appendix C</a>.</p></div><div id="niceng213er14.s1.5.4.2"><h5>Excluded studies</h5><p>Studies not included in this review are listed, and reasons for their exclusion are provided in <a href="#niceng213er14.appj">appendix J</a>.</p></div></div><div id="niceng213er14.s1.5.5"><h4>Summary of studies included in the effectiveness evidence</h4><p>Summaries of the studies that were included in this review are presented in <a class="figpopup" href="/books/NBK579715/table/niceng213er14.tab2/?report=objectonly" target="object" rid-figpopup="figniceng213er14tab2" rid-ob="figobniceng213er14tab2">Table 2</a>.</p><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng213er14tab4"><a href="/books/NBK579715/table/niceng213er14.tab4/?report=objectonly" target="object" title="Table 4" class="img_link icnblk_img figpopup" rid-figpopup="figniceng213er14tab4" rid-ob="figobniceng213er14tab4"><img class="small-thumb" src="/books/NBK579715/table/niceng213er14.tab4/?report=thumb" src-large="/books/NBK579715/table/niceng213er14.tab4/?report=previmg" alt="Table 4. Summary of included studies." /></a><div class="icnblk_cntnt"><h4 id="niceng213er14.tab4"><a href="/books/NBK579715/table/niceng213er14.tab4/?report=objectonly" target="object" rid-ob="figobniceng213er14tab4">Table 4</a></h4><p class="float-caption no_bottom_margin">Summary of included studies. </p></div></div><p>See the full evidence tables in <a href="#niceng213er14.appd">appendix D</a>. No meta-analysis was conducted (and so there are no forest plots in <a href="#niceng213er14.appe">appendix E</a>).</p></div><div id="niceng213er14.s1.5.6"><h4>Summary of the effectiveness evidence</h4><p>Overall, services receiving designated funding, with designated service managers, with parental involvement in the steering committee and with clear key worker job descriptions had important benefits over those with no designated funding, no designated service manager, no parental involvement in the steering committee and partial or no key worker job descriptions, respectively, for parents’ quality of life. There was also evidence of an important benefit of Evolve Therapeutic Services for community inclusion, reported in terms of reduced problems with peer relationships. There was some evidence of as possible important benefit of joined budgets compared with pooled budgets for reducing the number of parents who reported that their quality of life was fairly or very poor. However, there were no important difference between joint and pooled budgets on other measures of quality of life or on the extent to which needs were met, social inclusion or preparation for adulthood outcomes. There was no important difference in before and after Evolve Therapeutic Services for independent living, reported in terms of problems with self-care and independence, or between access to funds for community home based services and funds reserved for residential services, or designated and non-designated key workers for any of the outcomes reported.</p><p>Only four studies were found for this review question and the majority of the evidence was low quality, from single studies and seriously imprecise. Further, none of the included studies reported mortality.</p><p>See <a href="#niceng213er14.appf">appendix F</a> for full GRADE tables.</p></div><div id="niceng213er14.s1.5.7"><h4>Economic evidence</h4><div id="niceng213er14.s1.5.7.1"><h5>Included studies</h5><p>Five economic studies were identified which were relevant to this question (<a class="bibr" href="#niceng213er14.s1.ref10" rid="niceng213er14.s1.ref10">Revill 2013</a>, <a class="bibr" href="#niceng213er14.s1.ref6" rid="niceng213er14.s1.ref6">Cohen 2012</a>, <a class="bibr" href="#niceng213er14.s1.ref9" rid="niceng213er14.s1.ref9">Peter 2011</a>, <a class="bibr" href="#niceng213er14.s1.ref7" rid="niceng213er14.s1.ref7">Gordon 2007</a>, <a class="bibr" href="#niceng213er14.s1.ref8" rid="niceng213er14.s1.ref8">Palfrey 2004</a>).</p><p>A single economic search was undertaken for all topics included in the scope of this guideline. See <a href="/books/NBK579715/bin/niceng213er14_bm2.pdf">Supplement B</a> for details.</p></div><div id="niceng213er14.s1.5.7.2"><h5>Excluded studies</h5><p>Economic studies not included in this review are listed, and reasons for their exclusion are provided in <a href="#niceng213er14.appj">appendix J</a>.</p></div></div><div id="niceng213er14.s1.5.8"><h4>Summary of included economic evidence</h4><p>The systematic search of the economic literature undertaken for the guideline identified:
|
|
<ul><li class="half_rhythm"><div>One Irish study on the costs of a service comprising of home care and respite service, monthly care budget, continuity of care, and liaison (<a class="bibr" href="#niceng213er14.s1.ref10" rid="niceng213er14.s1.ref10">Revill 2013</a>);</div></li><li class="half_rhythm"><div>One Canadian study on the cost-utility of a co-management model with primary care providers (<a class="bibr" href="#niceng213er14.s1.ref6" rid="niceng213er14.s1.ref6">Cohen 2012</a>);</div></li><li class="half_rhythm"><div>One Australian study on the costs of ambulatory care coordination model (<a class="bibr" href="#niceng213er14.s1.ref9" rid="niceng213er14.s1.ref9">Peter 2011</a>);</div></li><li class="half_rhythm"><div>One US study on the costs of a tertiary-primary care partnership model (<a class="bibr" href="#niceng213er14.s1.ref7" rid="niceng213er14.s1.ref7">Gordon 2007</a>);</div></li><li class="half_rhythm"><div>One US study on the costs of a paediatric alliance for coordinated care model (<a class="bibr" href="#niceng213er14.s1.ref8" rid="niceng213er14.s1.ref8">Palfrey 2004</a>).</div></li></ul></p><p>See the economic evidence tables in <a href="#niceng213er14.apph">appendix H</a>. See <a class="figpopup" href="/books/NBK579715/table/niceng213er14.tab5/?report=objectonly" target="object" rid-figpopup="figniceng213er14tab5" rid-ob="figobniceng213er14tab5">Table 5</a> for the economic evidence profiles of the included studies.</p><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng213er14tab5"><a href="/books/NBK579715/table/niceng213er14.tab5/?report=objectonly" target="object" title="Table 5" class="img_link icnblk_img figpopup" rid-figpopup="figniceng213er14tab5" rid-ob="figobniceng213er14tab5"><img class="small-thumb" src="/books/NBK579715/table/niceng213er14.tab5/?report=thumb" src-large="/books/NBK579715/table/niceng213er14.tab5/?report=previmg" alt="Table 5. The economic evidence profiles for practice and service delivery models." /></a><div class="icnblk_cntnt"><h4 id="niceng213er14.tab5"><a href="/books/NBK579715/table/niceng213er14.tab5/?report=objectonly" target="object" rid-ob="figobniceng213er14tab5">Table 5</a></h4><p class="float-caption no_bottom_margin">The economic evidence profiles for practice and service delivery models. </p></div></div></div><div id="niceng213er14.s1.5.9"><h4>Economic model</h4><p>These review questions were identified as economic priorities, however, no economic modelling was undertaken because there was insufficient effectiveness data.</p></div><div id="niceng213er14.s1.5.10"><h4>Evidence statements</h4><div id="niceng213er14.s1.5.10.1"><h5>Economic</h5><ul><li class="half_rhythm"><div>There was evidence from one cost analysis showing that home nursing care and respite services, including care budget, continuity of care, and liaison service led to additional intervention costs in severely disabled children. The overall impact on costs was unclear. This cost analysis was non-comparative and was based on an observational retrospective study (N=30). This evidence is partially applicable to the NICE decision-making context as it was conducted in Ireland and is characterised by potentially serious limitations, including a short time horizon, a mix of local and national unit cost data, and limited statistical analysis.</div></li><li class="half_rhythm"><div>There was evidence from one cost-utility analysis showing that a management model with primary care providers in children with a known or suspected diagnosis of a complex chronic condition that is associated with a medical fragility was potentially cost effective with an incremental cost effectiveness ratio of $14.2 million per quality-adjusted life year lost. This analysis was based on a pre-post study (N=81). This evidence is partially applicable to the NICE decision-making context as it was conducted in the US and is characterised by potentially serious limitations, including a pre-post study design (i.e. any changes in costs and outcomes could have been due to an overall standard of care improving, the natural history of child’s condition), short time horizon.</div></li><li class="half_rhythm"><div>There was evidence from one cost analysis showing that ambulatory care coordination (nurse led programme that offered integrated coordination) resulted in cost savings in children with complex care needs. This analysis was based on a pre-post study (N=101). This evidence is partially applicable to the NICE decision-making context as it was conducted in Australia, and is characterised by potentially serious limitations, including a pre-post study design, short time horizon, narrow healthcare payer perspective.</div></li><li class="half_rhythm"><div>There was mixed evidence from one cost analysis showing that the special needs programme (a tertiary primary care partnership model) resulted in either a cost increase or a cost reduction. This study considered two service structures and cost estimates from two hospitals. One service configuration included a paediatric nurse case manager and a physician. The other configuration included only a paediatric nurse case manager. The analysis showed that a service comprising both a paediatric nurse case manager and a physician resulted in cost savings at both hospitals. The service that included only a paediatric nurse case manager was cost saving in one centre but not the other. This analysis was based on a pre-post study (N=227). This evidence is partially applicable to the NICE decision-making context as it was conducted in the US, and is characterised by potentially serious limitations, including a short time horizon, pre-post study design, too healthcare-focused (i.e. inpatient care only).</div></li><li class="half_rhythm"><div>There was evidence from one cost analysis showing that paediatric alliance for coordinated care model (comprehensive care at the community level to improve the coordination and communication among practitioners) resulted in additional intervention costs with the overall impact on costs unclear. This cost analysis was based on an observational / interrupted time series study (N=150). This evidence is partially applicable to the NICE decision-making context as it was conducted in the US and is characterised by potentially serious limitations, including consideration of intervention costs only, small sample, local unit cost data.</div></li></ul></div></div><div id="niceng213er14.s1.5.11"><h4>The committee’s discussion and interpretation of the evidence</h4><div id="niceng213er14.s1.5.11.1"><h5>The outcomes that matter most</h5><p>This review question focused on the impact of models for the delivery of joined-up health, social care and education services on person-focused outcomes. The impact of models for the delivery of joined-up health, social care and education services on service-focused outcomes, such as access to services, are included in the review of ‘Commissioning, practice and service delivery models to deliver joined-up care’.</p><p>Extent to which health, social care and educational needs are met was prioritised as a critical outcome by the committee as they agreed that joined-up support should better enable services to meet the needs of children and young people and failure to meet needs is likely to have a long term impact on a number of other outcomes, such as health and social related quality of life of both children and young people and their families.</p><p>Quality of life, social inclusion, preparation for adulthood and mortality were selected as important outcomes by the committee. Quality of life was selected as an important outcome due to the importance of providing person-centred services. Social inclusion and preparation for adulthood were included as they are core outcomes included within EHC planning and the SEND Code of Practice (2015). Mortality was considered an important outcome as this may be impacted by the extent to which needs are met.</p><p>No evidence was found that reported mortality.</p></div><div id="niceng213er14.s1.5.11.2"><h5>The quality of the evidence</h5><p>The quality of the evidence was assessed with GRADE and was rated as very low to moderate. Concerns about risk of bias ranged from “very serious” to “serious”. The most serious concerns for the mixed methods studies and the survey were biases arising from selection of participants and measurement of outcomes, whereas the most serious concerns for the before and after study were biases arising from random sequence generation, allocation concealment and lack of a separate control group. There was “no serious inconsistency” for all outcomes due to only one study reporting each outcome of interest. There was also “no serious indirectness” for all outcomes. Concerns about imprecision ranged from “very serious” to “no serious imprecision”. Imprecision was due to 95% confidence intervals crossing boundaries for minimally important differences.</p></div><div id="niceng213er14.s1.5.11.3"><h5>Benefits and harms</h5><p>There was some evidence that having parental involvement in steering committees and advisory groups improved parents’ quality of life. The role of these groups included defining service criteria and developing policies and practices, arranging funding and training, developing performance indicators and monitoring the service, raising awareness and addressing barriers to multi-agency working. There was also qualitative evidence (see evidence report K, sub-theme 6.8) that using a more flexible approach where services are able to meet the individual needs of the child/young person, rather than fitting the child/young person within existing rigid service models would be beneficial and enable services to better meet the needs of children and young people. Therefore, the committee recommended that children and young people and their parents or carers should be involved in planning services, and that commissioners should ensure their participation is effective and their role in planning is clear [1.17.6]. In the committee’s opinion this is aligns with requirements in relevant legislation and guidance in the SEND Code of Practice (2015) about involving children, young people and their parents in planning services.</p><p>There was also some evidence that services with clear key worker job descriptions had important benefits over services with partial or no key worker job descriptions. However, there was no evidence of differences between services with and without designated key workers, and there was no evidence comparing services that had key workers with those that did not have key workers. The qualitative evidence highlighted that key workers are seen as important for having a holistic view of the child or young person and coordinating services (see evidence report K, theme 16). The committee agreed that for interagency team working to be effective there needs to be good communication between the interagency team and the child or young person (and their families/carers). The committee’s understanding of the SEND Code of Practice (2015) is that it recommends local authorities should adopt a key working approach to provide a single point of regular and consistent contact to help ensure holistic provision and co-ordination of services and support. This approach would be integral to facilitating efficient communication between the interagency team and the child/young person and their families, but is not currently happening everywhere. Further, the committee agreed, based on their experience, that there is variation in understanding of what key working may involve. Based on the committee’s experience, some of the key working support functions outlined in the SEND Code of Practice (2015) may be difficult to carryout due to differences in organisation and policies across services. Therefore, they recommended that there are information sharing and governance arrangements in place to facilitate the key working support [1.15.12]. The committee also recommended that there is further research into the effectiveness of dedicated key workers.</p><p>The committee agreed, based on their experience, that senior involvement is required to ensure that all disabled children and young people with severe complex needs have a practitioners providing them with key working support, as this will not occur naturally and would lead to variation in who does and does not receive key working support. Further, they agreed it was important that practitioners providing key working support have the training, time and resources needed to provide this support, taking into account their other commitments, as otherwise it will not be possible to carry out the key working functions, or the standard of support will not be sufficient to provide a benefit [1.15.3]. The committee also agreed it was important that managers ensure that interagency teams understand what key working support involves so that those providing key working support provide a consistent service that addresses the key functions of the role [1.15.4]. However, the committee acknowledged that the specific functions and the amount of time and resources required to fulfil the key working support role for each child or young person will vary based on their specific needs and family circumstances. In order for it to be possible to provide key working support to everyone who needs it, the committee felt strongly that there needs to be flexibility in the support that is provided and it should be tailored to individual needs [1.15.2]. This recommendation will be particularly relevant to those with characteristics associated with vulnerability and stigma e.g. looked after children status, traveller status, family breakdown, homelessness.</p><p>The committee agreed, based on their experience, that there should be early multiagency involvement with children and young people with severe complex needs in order to identify, assess and address their needs. This is consistent with qualitative evidence (see evidence report K, sub-theme 8.1) that there can be a lack of urgency to provide support until children and young people reach crisis points. Therefore, the committee made a recommendation in support of early intervention and multi-agency involvement [1.17.1].</p><p>The committee discussed that children and young people may be placed in specialist residential placements that may be some distance from the child or young person’s home. The committee were of the view that for some children and young people, specialist residential placements provide a holistic package of care and support that fully meets the needs of the individual and that this may be the most effective option due to difficulty meeting this level of provision outside of residential placements. However, they were also of the view that some children and young people get placed at a distance to home, not because the provision is best for their needs, but because there are no services available to provide the care they need closer to home, or, they do not meet the eligibility criteria to access these services. In the opinion of the committee, providing care closer to home and within their community would be beneficial for children, young people and their families in terms of improved quality of life and maintaining family and social relationships. Further, the committee were concerned that when children and young people return from residential placements, the local community may not be equipped to meet their needs as they have not built the capacity to do so, or people may fall through the gap as they are not known to local services. The committee therefore agreed, based on their experience, to recommend that when commissioning services, options to provide care and support close to home and within their community should be explored before placing an individual at a distance to the family home [1.17.1]. In addition, the committee agreed, based on their experience and the evidence above regarding lack of intervention until crisis points are reached, that there are a group of children and young people with severe complex needs who end up with residential placements as a result of escalation of their needs due to a lack of early intervention. Therefore, they made a research recommendation to establish the most effective commissioning, practice and service delivery models for enabling children and young people to stay close to home.</p><p>The committee agreed, based on their experience, that it is widespread practice for services to be commissioned and developed based on replicating existing services and that this approach does not necessarily consider what the outcomes of such services should be or develop services that meet the needs of the population. The committee agreed that specifying outcomes in contracts should lead to services that are better equipped to meet the needs of disabled children and young people with severe complex needs and, therefore, made a recommendation in support of this [1.17.1]. This recommendation was further supported by qualitative evidence that using a more flexible approach where services are able to meet the individual needs of the child/young person, rather than fitting the child/young person within existing rigid service models would be beneficial (see evidence report K sub-theme 6.8).</p><p>The committee discussed that, in their experience, different services often work in silos and may not consider the impact that changes in service structure or processes may have on other services involved in the care of disabled children and young people. For example, services may rely on the results of specific assessments as entry criteria to services and may not be able to determine who should be admitted to a service or intervention if this assessment is discontinued. The committee agreed that these situations can cause delays and lead to gaps in service provision. Therefore, the committee recommended that how services fit together and the impact of changes in one service on another are considered when commissioning services [1.17.1].</p><p>The qualitative evidence reviews highlighted that a lack of funding and resources is a barrier to providing services, that there is a lack of appropriate services, particularly post-16 years of age and that decision making for transitions is left too late (see evidence report A, sub-themes 11.4 and 11.5; evidence report K, sub-themes 5.2, 6.4 and 17.1). Further, the committee emphasised that joint planning and commissioning should lead to more effective use of limited resources. Therefore, the committee agreed local authorities and health commissioners should plan how services will be organised once young people turn 18 or transfer into adult services to ensure continuity of support [1.17.2].</p><p>The committee noted that there is a joint commissioning duty in the Children and Families Act 2014, between CCGs and Local Authorities. However this is only happening in parts of the system. There is no universally established framework at an organisational level to enable joint working across all 3 sectors to happen. Many of the guideline recommendations emphasise the need for joint working, but services ability to implement these would be limited without the a framework being established at an organisational level. The committee noted that the commissioning duty of CCGs is being absorbed by Integrated Care Systems and therefore the same duty should apply to the relationship between ICSs and Local Authorities. Therefore they recommended that ICSs and Local Authorities should develop a joint commissioning framework [1.18.1].</p><p>There is an existing requirement for clinical commissioning groups to develop and maintain Dynamic Support Registers to identify people with a learning disability, autism (or both) who display, or are at risk of developing, behaviour that challenges or mental health conditions who are most likely to be at risk of being admitted to mental health or learning disability hospitals. However the existence of such registers is not widely known about. Therefore the committee made recommendations to raise awareness in this area and to encourage healthcare practitioners to check if children and young people with severe complex needs are on them [1.18.5; 1.18.6]. Including relevant children and young people with severe complex needs on Dynamic Support Registers will help services know which individuals are likely to need additional support. In turn this should facilitate recognition of early signs that might lead to a crisis and enable extra support to be put in place to prevent unnecessary hospitalisation. As Dynamic Support Registers are an existing requirement there should not be any significant resource implications from the recommendation.</p><p>There was some evidence that dedicated funding for services, joint budgets and having a designated service manager improved parents’ satisfaction and quality of life. However, this evidence was very limited and related to the provision of key workers only. Further, there was insufficient information in the included papers regarding the exact funding and commissioning arrangements. Therefore, the committee did not think this evidence provided sufficient basis for recommendations and recommended further research into the most effective joint commissioning arrangements for disabled children and young people with severe complex needs.</p></div><div id="niceng213er14.s1.5.11.4"><h5>Cost effectiveness and resource use</h5><p>Five existing economic studies explored the costs and cost-effectiveness of service arrangements to deliver joined-up education, health and social care services. All studies were non-UK, partially applicable and characterised by potentially serious limitations. As a result, the committee could not draw any conclusion from this evidence or base any recommendations on it.</p><p>One UK study on the costs of key worker service (Copps 2007) was identified for evidence review D (Supporting families and carers). The analysis showed that the key worker service costs more to provide than the financial gains. However, under a certain set of assumptions, the key worker service could potentially be cost-saving. It was acknowledged that this study was only partially applicable to the NICE decision-making context because it was unclear from the study’s definition how applicable the population was. Also, this study was characterised by potentially serious limitations. As a result, the committee could not draw any firm conclusions from this evidence.</p><p>The recommendations on providing key working support reiterate guidance in the SEND Code of Practice (2015). However, since its introduction, the challenging nature of the environment has meant the guidance on key working support has largely been unimplemented and key workers do not have enough protected time to provide these functions adequately.</p><p>The committee discussed that in their opinion it would be preferable for key working support to be provided by a dedicated key worker role, with a separate job description and role specification, rather than key working functions being allocated to members of the team on top of their existing roles. Their view was that providing key working support effectively can be time-consuming and the person undertaking it needs to have the time and resources for this.</p><p>The committee explained that provision of key working support includes benefits to families and carers, e.g. if key workers do the coordination, families do not have to take time off their other commitments, including care for siblings and time off work and increases their ability to manage at home, avoiding the cost of expensive care placements. Due to the lack of key working support, there are routine reports of communication and coordination failures (i.e. different services not feeding into each other), leading to inefficient processes, missed meetings, and poor information provision. Key working support counteracts this considerably and ensure coordinated and seamless care, joined-up outcomes, and reduction in complaints. The committee was of the view that the value of benefits potentially offsets any costs associated with providing key working support. However, they acknowledged that there was no evidence of effectiveness or cost-effectiveness to justify a specific key worker post.</p><p>Since the recommendations on key working support reiterate guidance in the SEND Code of Practice (2015) they should not have a significant resource impact. However, practice is variable, and the committee acknowledged that the implementation of these recommendations might require additional resources for services with sub-optimal practices. For example, services will have to plan their resources more effectively to enable key working support to be provided and staff supported to do so.</p><p>There is currently no dedicated/bespoke training for people who will be providing key working support. The committee explained that the essential skills required to provide key working support involve project management, negotiating and communicating with people, and usually involve component-based training. Training in these components is already available and accessible to support individuals providing key working support to develop the specific skills they need. Therefore, this recommendation is not expected to have a significant resource impact.</p><p>The committee discussed the recommendation around focussing on early multiagency involvement when commissioning services. They noted that there may be some resource implications associated with facilitating early involvement. However, savings associated with children and young people and their families not reaching a crisis / preventing emergency placements would likely outweigh any additional costs.</p><p>Specifying outcomes in contracts is based on the guidance in the SEND Code of Practice (2015) and the recommendation is not suggesting a move from block contracts as this would be unfeasible. There is still a widespread practice where commissioners are procuring services on a block contract basis without specifying what outcomes services should be achieving, and as a result, it makes it easy for services to degrade. The committee explained that block arrangements do not limit commissioners describing the population’s needs, including individual needs (within block contracts). The recommendation makes it more explicit that outcomes can and should be specified within existing commissioning frameworks. This recommendation has a potential to result in more responsive and efficient services.</p><p>The committee discussed issues around funding, and organising services for young people once they turn 18, to ensure continuity of support. The committee explained that the entire public sector is under financial constraints to provide services and resources to meet both individual and population needs. The lack of communication between education, health and social care during the transition period causes care delays and results in poor outcomes. This issue will become more significant in future due to a growing population and people with disabilities and severe complex needs living longer. The committee agreed that sectors coming together, planning, using joint funding / commissioning, partnership working would create an opportunity for efficiencies in terms of maximising the needs met from available funds. Therefore, any additional costs to local authorities and health commissioners associated with planning / setting up frameworks for joint working to ensure continuity of support during the transition period would be offset by efficiency gains and better outcomes.</p><p>The committee discussed commissioning changes being made in services, (e.g. changes in the provision, model) in a vacuum without considering broader knock-on impacts. Often reconfiguration of services is undertaken within that sector and there is no comprehensive impact assessment across all sectors. Local authorities have duties around joint strategic needs assessment, but not in terms of integrated service delivery. Services can change rapidly, which can have an enormous impact on other services, particularly for the delivery of integrated services. It can result in unintended consequences, e.g. care gaps, with substantial financial consequences. The committee agreed that there needs to be consideration of how each service fits in and works with other services and how commissioning changes in one may impact other services and the ability to provide integrated care and support. Such practices should encourage a good way of working and prevent unintended costly consequences due to care gaps. It could also help with the efficiencies and result in other cost-savings, e.g. health and local authorities engaging in joint recruitment.</p><p>The committee discussed the recommendation for Integrated Care Systems (ICSs) and local authorities to develop joint-commissioning frameworks. Integrated care systems are replacing clinical commissioning groups and may need to work collaboratively with local authorities where they are not already doing so, which potentially could have some resource implications. Joint commissioning of services is currently only being done for particular provisions, for example some patient advice and support services, some bespoke packages for post-16s, and some short breaks. Developing a joint commissioning framework would be a change in practice. Given the integral part local authorities play in the identification, assessment, and care pathways for children and young people with disabilities and severe complex needs, joint working (facilitated by a joint commissioning framework) is essential to bring meaningful improvements in the care of these children and young people.</p><p>A joint commissioning framework across education, health, and social care will enable collaborative working, coordination, consistency, and efficiencies for all parties involved. It will enable holistic care and a less fragmented experience. It will also allow practitioners to deliver person-centred care that addresses their needs across the 3 sectors, and ultimately, it will result in better care and support for the person. For example, better joined-up working will lead to early identification of need (before they reach a crisis). This may prevent expensive out of area placements, and prolonged hospital stays. It improves health outcomes because the right care can be initiated early, i.e. delays in care exacerbate problems. This would also improve educational outcomes by getting the right support for engaging in learning earlier.</p><p>Education, health and social care services will have to make their processes more joined-up and coordinated. They may need more joint and collaborative meetings. Commissioners will need to establish frameworks for collaborative and cooperative working.</p></div></div><div id="niceng213er14.s1.5.12"><h4>Recommendations supported by this evidence review</h4><p>This evidence review supports recommendations 1.15.2 - 1.15.4, 1.15.12, 1.17.1, 1.17.2, 1.17.6, 1.18.1 and the research recommendations on dedicated keyworkers, care close to home and joint commissioning arrangements. Other evidence supporting these recommendations can be found in the evidence reviews Views and experiences of service users (evidence report A), Barriers and facilitators of joined-up care (evidence report K), Views and experiences of service providers (evidence report M).</p></div></div><div id="niceng213er14.s1.rl.r1"><h3>References – included studies</h3><ul class="simple-list"><div id="niceng213er14.s1.rl.r1.1"><h4>Effectiveness</h4><ul class="simple-list"><li class="half_rhythm"><p><div class="bk_ref" id="niceng213er14.s1.ref1"><p id="p-342">
|
|
<strong>Craston 2013</strong>
|
|
</p>Craston
|
|
M., Thom, G., Spivack, R., Lambert, C., Yorath, F., Purdon, S., Bryson, C., Sheikh, S., Smith, L., Evaluation of the SEND pathfinder programme: Impact research brief, London: Department for Education, 2013. Available at: <a href="http://www.gov.uk/government/publications" ref="pagearea=cite-ref&targetsite=external&targetcat=link&targettype=uri">www<wbr style="display:inline-block"></wbr>​.gov.uk/government/publications</a></div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng213er14.s1.ref2"><p id="p-343">
|
|
<strong>Eskow 2015</strong>
|
|
</p>Eskow, K. G., Chasson, G. S., Summers, J. A., A cross-sectional cohort study of a large, statewide Medicaid home and community-based services autism waiver program, Journal of Autism and Developmental Disorders, 45, 626–35, 2015 [<a href="/pmc/articles/PMC4339692/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4339692</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/25183656" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25183656</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng213er14.s1.ref3"><p id="p-344">
|
|
<strong>Greco 2005</strong>
|
|
</p>Greco, V., Sloper, P., Webb, R., Beecham, J., An exploration of different models of multi-agency partnerships in key worker services for disabled children: effectiveness and costs, London: Department for Education and Skills, 2005. Available at: <a href="https://www.york.ac.uk/inst/spru/pubs/pdf/keyworker.pdf" ref="pagearea=cite-ref&targetsite=external&targetcat=link&targettype=uri">https://www<wbr style="display:inline-block"></wbr>​.york.ac.uk<wbr style="display:inline-block"></wbr>​/inst/spru/pubs/pdf/keyworker.pdf</a></div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng213er14.s1.ref4"><p id="p-345">
|
|
<strong>Klag 2016</strong>
|
|
</p>Klag, S., Fox, T., Martin, G., Eadie, K., Bergh, W., Keegan, F., Turner, D., Raeburn, N., Evolve Therapeutic Services: A 5-year outcome study of children and young people in out-of-home care with complex and extreme behavioural and mental health problems, Children and Youth Services Review, 69, 268–274, 2016</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng213er14.s1.ref5"><p id="p-346">
|
|
<strong>Thom 2015</strong>
|
|
</p>Thom
|
|
G., Lupton, K., Craston, M., Purdon, S., Bryson, C., Lambert, C., James, N., Knibbs, S., Oliver, D., Smith, L., Vanson, T., The Special Educational Needs and Disability Pathfinder Programme evaluation: Final impact research report, London: Department for Education, 2015. Available at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/448157/RB471_SEND_pathfinder_programme_final_report_brief.pdf" ref="pagearea=cite-ref&targetsite=external&targetcat=link&targettype=uri">https://assets<wbr style="display:inline-block"></wbr>​.publishing<wbr style="display:inline-block"></wbr>​.service.gov.uk<wbr style="display:inline-block"></wbr>​/government/uploads/system<wbr style="display:inline-block"></wbr>​/uploads/attachment_data<wbr style="display:inline-block"></wbr>​/file/448157<wbr style="display:inline-block"></wbr>​/RB471_SEND_pathfinder<wbr style="display:inline-block"></wbr>​_programme_final_report_brief.pdf</a></div></p></li></ul></div><div id="niceng213er14.s1.rl.r1.2"><h4>Economic</h4><ul class="simple-list"><li class="half_rhythm"><p><div class="bk_ref" id="niceng213er14.s1.ref6"><p id="p-347">
|
|
<strong>Cohen 2012</strong>
|
|
</p>Cohen, E., Lacombe-Duncan, A., Spalding, K., MacInnis, J., Nicholas, D., Narayanan, U. G., et al., Integrated complex care coordination for children with medical complexity: a mixed-methods evaluation of tertiary care-community collaboration. BMC health services research, 12, 366, 2012 [<a href="/pmc/articles/PMC3529108/" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3529108</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/23088792" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23088792</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng213er14.s1.ref7"><p id="p-348">
|
|
<strong>Gordon 2007</strong>
|
|
</p>Gordon, J. B., Colby, H. H., Bartelt, T., Jablonski, D., Krauthoefer, M. L., & Havens, P., A tertiary care–primary care partnership model for medically complex and fragile children and youth with special health care needs. Archives of pediatrics & adolescent medicine, 161, 937–44, 2007 [<a href="https://pubmed.ncbi.nlm.nih.gov/17909136" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17909136</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng213er14.s1.ref8"><p id="p-349">
|
|
<strong>Palfrey 2004</strong>
|
|
</p>Palfrey, J. S., Sofis, L. A., Davidson, E. J., Liu, J., Freeman, L., & Ganz, M. L., The Pediatric Alliance for Coordinated Care: evaluation of a medical home model. Pediatrics, 113, 1507–16, 2004 [<a href="https://pubmed.ncbi.nlm.nih.gov/15121919" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 15121919</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng213er14.s1.ref9"><p id="p-350">
|
|
<strong>Peter 2011</strong>
|
|
</p>Peter, S., Chaney, G., Zappia, T., Van Veldhuisen, C., Pereira, S., & Santamaria, N., Care coordination for children with complex care needs significantly reduces hospital utilization. Journal for Specialists in Pediatric Nursing, 16, 305–12, 2011 [<a href="https://pubmed.ncbi.nlm.nih.gov/21951356" ref="pagearea=cite-ref&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 21951356</span></a>]</div></p></li><li class="half_rhythm"><p><div class="bk_ref" id="niceng213er14.s1.ref10"><p id="p-351">
|
|
<strong>Revill 2013</strong>
|
|
</p>Revill, P., Ryan, P., McNamara, A., & Normand, C., A cost and outcomes analysis of alternative models of care for young children with severe disabilities in Ireland. Alter, 7, 260–74, 2013</div></p></li></ul></div><div id="niceng213er14.s1.rl.r1.3"><h4>Other</h4><ul class="simple-list"><li class="half_rhythm"><p><div class="bk_ref" id="niceng213er14.s1.ref11"><p id="p-352">
|
|
<strong>Department for Education and Department for Health 2015</strong>
|
|
</p>Department for Education and Department for Health, Special educational needs and disability code of practice: 0 to 25 years. Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities. Available at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf" ref="pagearea=cite-ref&targetsite=external&targetcat=link&targettype=uri">https://assets<wbr style="display:inline-block"></wbr>​.publishing<wbr style="display:inline-block"></wbr>​.service.gov.uk<wbr style="display:inline-block"></wbr>​/government/uploads/system<wbr style="display:inline-block"></wbr>​/uploads/attachment_data<wbr style="display:inline-block"></wbr>​/file/398815<wbr style="display:inline-block"></wbr>​/SEND_Code_of_Practice_January_2015<wbr style="display:inline-block"></wbr>​.pdf</a> [Accessed 05/11/2020]</div></p></li></ul></div></ul></div></div><div id="appendixesappgroup1"><h2 id="_appendixesappgroup1_">Appendices</h2><div id="niceng213er14.appa"><h3>Appendix A. Review protocols</h3><p id="niceng213er14.appa.et1"><a href="/books/NBK579715/bin/niceng213er14-appa-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Review protocol for review question: What are the most effective commissioning, practice and service delivery models to deliver joined-up health, social care and education services for disabled children and young people with severe complex needs?</a><span class="small"> (PDF, 229K)</span></p><p id="niceng213er14.appa.et2"><a href="/books/NBK579715/bin/niceng213er14-appa-et2.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Review protocol for review question: What combined commissioning, practice and service delivery models are most effective in meeting the health, social care and education needs (including changing and evolving needs) of disabled children and young people with severe complex needs?</a><span class="small"> (PDF, 219K)</span></p></div><div id="niceng213er14.appb"><h3>Appendix B. Literature search strategies</h3><div id="niceng213er14.appb.s1"><h4>Literature search strategies for review questions: What are the most effective commissioning, practice and service delivery models to deliver joined-up health, social care and education services for disabled children and young people with severe complex needs?</h4></div><div id="niceng213er14.appb.s2"><h4>What combined commissioning, practice and service delivery models are most effective in meeting the health, social care and education needs (including changing and evolving needs) of disabled children and young people with severe complex needs?</h4><p>Please note that a single search was run to cover both review questions</p></div><div id="niceng213er14.appb.s3"><h4>Databases: Medline; Medline EPub Ahead of Print; and Medline In-Process & Other Non-Indexed Citations</h4><p id="niceng213er14.appb.et1"><a href="/books/NBK579715/bin/niceng213er14-appb-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (213K)</span></p></div><div id="niceng213er14.appb.s4"><h4>Databases: Embase; and Embase Classic</h4><p id="niceng213er14.appb.et2"><a href="/books/NBK579715/bin/niceng213er14-appb-et2.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (214K)</span></p></div><div id="niceng213er14.appb.s5"><h4>Database: Health Management Information Consortium (HMIC)</h4><p id="niceng213er14.appb.et3"><a href="/books/NBK579715/bin/niceng213er14-appb-et3.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (214K)</span></p></div><div id="niceng213er14.appb.s6"><h4>Database: Social Policy and Practice</h4><p id="niceng213er14.appb.et4"><a href="/books/NBK579715/bin/niceng213er14-appb-et4.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (191K)</span></p></div><div id="niceng213er14.appb.s7"><h4>Database: PsycInfo</h4><p id="niceng213er14.appb.et5"><a href="/books/NBK579715/bin/niceng213er14-appb-et5.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (200K)</span></p></div><div id="niceng213er14.appb.s8"><h4>Database: Emcare</h4><p id="niceng213er14.appb.et6"><a href="/books/NBK579715/bin/niceng213er14-appb-et6.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (215K)</span></p></div><div id="niceng213er14.appb.s9"><h4>Databases: Cochrane Central Register of Controlled Trials (CCTR); and Cochrane Database of Systematic Reviews (CDSR)</h4><p id="niceng213er14.appb.et7"><a href="/books/NBK579715/bin/niceng213er14-appb-et7.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (210K)</span></p></div><div id="niceng213er14.appb.s10"><h4>Database: Database of Abstracts of Reviews of Effects (DARE)</h4><p id="niceng213er14.appb.et8"><a href="/books/NBK579715/bin/niceng213er14-appb-et8.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (198K)</span></p></div><div id="niceng213er14.appb.s11"><h4>Database: Health Technology Abstracts (HTA)</h4><p id="niceng213er14.appb.et9"><a href="/books/NBK579715/bin/niceng213er14-appb-et9.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (200K)</span></p></div><div id="niceng213er14.appb.s12"><h4>Databases: Applied Social Sciences Index & Abstracts (ASSIA); Social Services Abstracts; Sociological Abstracts; and ERIC (Education Resources Information Centre)</h4><p id="niceng213er14.appb.et10"><a href="/books/NBK579715/bin/niceng213er14-appb-et10.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (186K)</span></p></div><div id="niceng213er14.appb.s13"><h4>Database: British Education Index</h4><p id="niceng213er14.appb.et11"><a href="/books/NBK579715/bin/niceng213er14-appb-et11.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (194K)</span></p></div><div id="niceng213er14.appb.s14"><h4>Database: CINAHL Plus (Cumulative Index to Nursing and Allied Health Literature)</h4><p id="niceng213er14.appb.et12"><a href="/books/NBK579715/bin/niceng213er14-appb-et12.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (188K)</span></p></div><div id="niceng213er14.appb.s15"><h4>Database: Social Sciences Citation Index (SSCI)</h4><p id="niceng213er14.appb.et13"><a href="/books/NBK579715/bin/niceng213er14-appb-et13.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (193K)</span></p></div><div id="niceng213er14.appb.s16"><h4>Database: Social Care Online</h4><p id="niceng213er14.appb.et14"><a href="/books/NBK579715/bin/niceng213er14-appb-et14.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (172K)</span></p></div></div><div id="niceng213er14.appc"><h3>Appendix C. Effectiveness evidence study selection</h3><div id="niceng213er14.appc.s1"><h4>Study selection for review questions: What are the most effective commissioning, practice and service delivery models to deliver joined-up health, social care and education services for disabled children and young people with severe complex needs?</h4></div><div id="niceng213er14.appc.s2"><h4>What combined commissioning, practice and service delivery models are most effective in meeting the health, social care and education needs (including changing and evolving needs) of disabled children and young people with severe complex needs?</h4><p id="niceng213er14.appc.et1"><a href="/books/NBK579715/bin/niceng213er14-appc-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (134K)</span></p></div></div><div id="niceng213er14.appd"><h3>Appendix D. Effectiveness evidence</h3><p id="niceng213er14.appd.et1"><a href="/books/NBK579715/bin/niceng213er14-appd-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Evidence tables for review question: What are the most effective commissioning, practice and service delivery models to deliver joined-up health, social care and education services for disabled children and young people with severe complex needs?</a><span class="small"> (PDF, 206K)</span></p><p id="niceng213er14.appd.et2"><a href="/books/NBK579715/bin/niceng213er14-appd-et2.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Evidence tables for review question: What combined commissioning, practice and service delivery models are most effective in meeting the health, social care and education needs (including changing and evolving needs) of disabled children and young people with severe complex needs?</a><span class="small"> (PDF, 213K)</span></p></div><div id="niceng213er14.appe"><h3>Appendix E. Forest plots</h3><div id="niceng213er14.appe.s1"><h4>Forest plots for review question: What are the most effective commissioning, practice and service delivery models to deliver joined-up health, social care and education services for disabled children and young people with severe complex needs?</h4><p id="niceng213er14.appe.et1"><a href="/books/NBK579715/bin/niceng213er14-appe-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (115K)</span></p></div><div id="niceng213er14.appe.s2"><h4>Forest plots for review question: What combined commissioning, practice and service delivery models are most effective in meeting the health, social care and education needs (including changing and evolving needs) of disabled children and young people with severe complex needs?</h4><p>No meta-analysis was conducted for this review question and so there are no forest plots.</p></div></div><div id="niceng213er14.appf"><h3>Appendix F. GRADE tables</h3><p id="niceng213er14.appf.et1"><a href="/books/NBK579715/bin/niceng213er14-appf-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">GRADE tables for review question: What are the most effective commissioning, practice and service delivery models to deliver joined-up health, social care and education services for disabled children and young people with severe complex needs?</a><span class="small"> (PDF, 228K)</span></p><p id="niceng213er14.appf.et2"><a href="/books/NBK579715/bin/niceng213er14-appf-et2.pdf" class="bk_dwnld_icn bk_dwnld_pdf">GRADE tables for review question: What combined commissioning, practice and service delivery models are most effective in meeting the health, social care and education needs (including changing and evolving needs) of disabled children and young people with severe complex needs?</a><span class="small"> (PDF, 246K)</span></p></div><div id="niceng213er14.appg"><h3>Appendix G. Economic evidence study selection</h3><div id="niceng213er14.appg.s1"><h4>Economic evidence study selection for review questions: What are the most effective commissioning, practice and service delivery models to deliver joined-up health, social care and education services for disabled children and young people with severe complex needs?</h4></div><div id="niceng213er14.appg.s2"><h4>What combined commissioning, practice and service delivery models are most effective in meeting the health, social care and education needs (including changing and evolving needs) of disabled children and young people with severe complex needs?</h4><p>One global search was undertaken – please see <a href="/books/NBK579715/bin/niceng213er14_bm2.pdf">Supplement B</a> for details on study selection.</p></div></div><div id="niceng213er14.apph"><h3>Appendix H. Economic evidence tables</h3><div id="niceng213er14.apph.s1"><h4>Economic evidence tables for review questions: What are the most effective commissioning, practice and service delivery models to deliver joined-up health, social care and education services for disabled children and young people with severe complex needs?</h4></div><div id="niceng213er14.apph.s2"><h4>What combined commissioning, practice and service delivery models are most effective in meeting the health, social care and education needs (including changing and evolving needs) of disabled children and young people with severe complex needs?</h4><p id="niceng213er14.apph.et1"><a href="/books/NBK579715/bin/niceng213er14-apph-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (231K)</span></p></div></div><div id="niceng213er14.appi"><h3>Appendix I. Economic model</h3><div id="niceng213er14.appi.s1"><h4>Economic model for review questions: What are the most effective commissioning, practice and service delivery models to deliver joined-up health, social care and education services for disabled children and young people with severe complex needs?</h4></div><div id="niceng213er14.appi.s2"><h4>What combined commissioning, practice and service delivery models are most effective in meeting the health, social care and education needs (including changing and evolving needs) of disabled children and young people with severe complex needs?</h4><p>No economic analyses were conducted for these review questions.</p></div></div><div id="niceng213er14.appj"><h3>Appendix J. Excluded studies</h3><div id="niceng213er14.appj.s1"><h4>Excluded studies for review questions: What are the most effective commissioning, practice and service delivery models to deliver joined-up health, social care and education services for disabled children and young people with severe complex needs?</h4></div><div id="niceng213er14.appj.s2"><h4>What combined commissioning, practice and service delivery models are most effective in meeting the health, social care and education needs (including changing and evolving needs) of disabled children and young people with severe complex needs?</h4></div><div id="niceng213er14.appj.s3"><h4>Excluded effectiveness studies</h4><div class="iconblock whole_rhythm clearfix ten_col table-wrap" id="figniceng213er14appjtab1"><a href="/books/NBK579715/table/niceng213er14.appj.tab1/?report=objectonly" target="object" title="Table 25" class="img_link icnblk_img figpopup" rid-figpopup="figniceng213er14appjtab1" rid-ob="figobniceng213er14appjtab1"><img class="small-thumb" src="/books/NBK579715/table/niceng213er14.appj.tab1/?report=thumb" src-large="/books/NBK579715/table/niceng213er14.appj.tab1/?report=previmg" alt="Table 25. Excluded studies and reasons for their exclusion." /></a><div class="icnblk_cntnt"><h4 id="niceng213er14.appj.tab1"><a href="/books/NBK579715/table/niceng213er14.appj.tab1/?report=objectonly" target="object" rid-ob="figobniceng213er14appjtab1">Table 25</a></h4><p class="float-caption no_bottom_margin">Excluded studies and reasons for their exclusion. </p></div></div></div><div id="niceng213er14.appj.s4"><h4>Excluded economic studies</h4><p>See <a href="/books/NBK579715/bin/niceng213er14_bm2.pdf">Supplement B</a> for the list of excluded studies across all reviews.</p></div></div><div id="niceng213er14.appk"><h3>Appendix K. Research recommendations – full details</h3><div id="niceng213er14.appk.s1"><h4>Research recommendations for review questions: What are the most effective commissioning, practice and service delivery models to deliver joined-up health, social care and education services for disabled children and young people with severe complex needs?</h4></div><div id="niceng213er14.appk.s2"><h4>What combined commissioning, practice and service delivery models are most effective in meeting the health, social care and education needs (including changing and evolving needs) of disabled children and young people with severe complex needs?</h4><p id="niceng213er14.appk.et1"><a href="/books/NBK579715/bin/niceng213er14-appk-et1.pdf" class="bk_dwnld_icn bk_dwnld_pdf">Download PDF</a><span class="small"> (190K)</span></p></div></div></div></div><div class="fm-sec"><div><p>Final</p></div><div><p>Evidence reviews</p><p>These evidence reviews were developed by the National Guideline Alliance which is a part of the Royal College of Obstetricians and Gynaecologists</p></div><div><p><b>Disclaimer</b>: The recommendations in this guideline represent the view of NICE, arrived at after careful consideration of the evidence available. When exercising their judgement, professionals are expected to take this guideline fully into account, alongside the individual needs, preferences and values of their patients or service users. The recommendations in this guideline are not mandatory and the guideline does not override the responsibility of healthcare professionals to make decisions appropriate to the circumstances of the individual patient, in consultation with the patient and/or their carer or guardian.</p><p>Local commissioners and/or providers have a responsibility to enable the guideline to be applied when individual health professionals and their patients or service users wish to use it. They should do so in the context of local and national priorities for funding and developing services, and in light of their duties to have due regard to the need to eliminate unlawful discrimination, to advance equality of opportunity and to reduce health inequalities. Nothing in this guideline should be interpreted in a way that would be inconsistent with compliance with those duties.</p><p>NICE guidelines cover health and care in England. Decisions on how they apply in other UK countries are made by ministers in the <a href="http://wales.gov.uk/" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Welsh Government</a>, <a href="http://www.scotland.gov.uk/" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Scottish Government</a>, and <a href="http://www.northernireland.gov.uk/" ref="pagearea=body&targetsite=external&targetcat=link&targettype=uri">Northern Ireland Executive</a>. All NICE guidance is subject to regular review and may be updated or withdrawn.</p></div><div class="half_rhythm"><a href="/books/about/copyright/">Copyright</a> © NICE 2022.</div><div class="small"><span class="label">Bookshelf ID: NBK579715</span><span class="label">PMID: <a href="https://pubmed.ncbi.nlm.nih.gov/35471799" title="PubMed record of this title" ref="pagearea=meta&targetsite=entrez&targetcat=link&targettype=pubmed">35471799</a></span></div></div><div class="small-screen-prev"></div><div class="small-screen-next"></div></article><article data-type="table-wrap" id="figobniceng213er14tab1"><div id="niceng213er14.tab1" class="table"><h3><span class="label">Table 1</span><span class="title">Summary of the protocol (PICO table)</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK579715/table/niceng213er14.tab1/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng213er14.tab1_lrgtbl__"><table><tbody><tr><th id="hd_b_niceng213er14.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population</th><td headers="hd_b_niceng213er14.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Disabled children and young people from birth to 25 years with severe complex needs who require health, social care and education support.</td></tr><tr><th id="hd_b_niceng213er14.tab1_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention</th><td headers="hd_b_niceng213er14.tab1_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p>Any commissioning, practice and service delivery models (approaches, configurations of resources and services) delivering 2 or more of health, social care and education services.</p>
|
|
<p>For example:</p>
|
|
<p>Practice and service delivery models
|
|
<ul><li class="half_rhythm"><div>Delivery arrangements:
|
|
<ul class="circle"><li class="half_rhythm"><div>Who provides care and how the healthcare workforce is managed:
|
|
<dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Role-expansion/ task shifting</p></dd></dl></dl></div></li><li class="half_rhythm"><div>Coordination of care and management of care processes:
|
|
<dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Individual case (service user) management (models responsive to individual needs)</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Communication / referral between providers</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Shared care</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Shared decision making</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Multidisciplinary teams</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Multiagency assessment tool for service requirements (e.g. West Sussex tool)</p></dd></dl></dl></div></li></ul></div></li></ul></p>
|
|
<p>Commissioning models:
|
|
<ul><li class="half_rhythm"><div>Delivery arrangements:
|
|
<ul class="circle"><li class="half_rhythm"><div>Coordination of care and management of care processes:
|
|
<dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Integration (consolidation) of services</p></dd></dl></dl></div></li></ul></div></li><li class="half_rhythm"><div>Financial arrangements:
|
|
<ul class="circle"><li class="half_rhythm"><div>Mechanisms for the payment of health services:
|
|
<dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Joint/pooled budgets</p></dd></dl></dl></div></li></ul></div></li><li class="half_rhythm"><div>Governance arrangements:
|
|
<ul class="circle"><li class="half_rhythm"><div>Authority and accountability for organisations:
|
|
<dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Joint commissioning teams</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Strategic oversight of commissioning</p></dd></dl></dl></div></li></ul></div></li></ul></p></td></tr><tr><th id="hd_b_niceng213er14.tab1_1_1_3_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Comparison</th><td headers="hd_b_niceng213er14.tab1_1_1_3_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<ul><li class="half_rhythm"><div>Any other joined-up commissioning, practice and service delivery models</div></li><li class="half_rhythm"><div>Separate health, social and education services (without joined-up working)</div></li></ul>
|
|
</td></tr><tr><th id="hd_b_niceng213er14.tab1_1_1_4_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcome</th><td headers="hd_b_niceng213er14.tab1_1_1_4_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><b>Critical</b>
|
|
<ul><li class="half_rhythm"><div>Service user satisfaction (child or young person and parent or carer) (e.g., as measured by validated scales or assisted communication aids such as talking mats or ‘it’s all about me’)</div></li><li class="half_rhythm"><div>Access to services:
|
|
<ul class="circle"><li class="half_rhythm"><div>Local availability (e.g., time/distance travelled to access services)</div></li><li class="half_rhythm"><div>Waiting times for services</div></li></ul></div></li></ul>
|
|
<b>Important</b>
|
|
<ul><li class="half_rhythm"><div>Joined-up support:
|
|
<ul class="circle"><li class="half_rhythm"><div>Cross-sector planning</div></li><li class="half_rhythm"><div>Effectiveness of information sharing</div></li></ul></div></li><li class="half_rhythm"><div>Use of health, social care and education services</div></li></ul></td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobniceng213er14tab2"><div id="niceng213er14.tab2" class="table"><h3><span class="label">Table 2</span><span class="title">Summary of included studies</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK579715/table/niceng213er14.tab2/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng213er14.tab2_lrgtbl__"><table class="no_bottom_margin"><thead><tr><th id="hd_h_niceng213er14.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Study</th><th id="hd_h_niceng213er14.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population</th><th id="hd_h_niceng213er14.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention</th><th id="hd_h_niceng213er14.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Comparison</th><th id="hd_h_niceng213er14.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes</th><th id="hd_h_niceng213er14.tab2_1_1_1_6" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Comments</th></tr></thead><tbody><tr><td headers="hd_h_niceng213er14.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><a class="bibr" href="#niceng213er14.s1.ref1" rid="niceng213er14.s1.ref1">Craston 2013</a></p>
|
|
<p>Mixed methods</p>
|
|
<p>UK</p></td><td headers="hd_h_niceng213er14.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><u>Intervention</u></p>
|
|
<p>Families receiving services from SEND pathfinder sites.</p>
|
|
<p><u>Comparator</u></p>
|
|
<p>No information reported.</p></td><td headers="hd_h_niceng213er14.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><u>SEND pathfinder programme (n=237)</u></p>
|
|
<p>Grant funded collaboration between local authorities, NHS, colleges and schools, voluntary and community sectors, and parent-carer groups. Aimed to reform the statutory SEN assessment and statement framework.</p></td><td headers="hd_h_niceng213er14.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><u>Comparator (n=226)</u></p>
|
|
<p>No information reported.</p></td><td headers="hd_h_niceng213er14.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<ul><li class="half_rhythm"><div>Service user satisfaction</div></li></ul>
|
|
</td><td headers="hd_h_niceng213er14.tab2_1_1_1_6" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Brief report of SEND pathfinder programme. Final impact report presented in <a class="bibr" href="#niceng213er14.s1.ref5" rid="niceng213er14.s1.ref5">Thom 2015</a>. Both studies retained as samples are non-overlapping.</td></tr><tr><td headers="hd_h_niceng213er14.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><a class="bibr" href="#niceng213er14.s1.ref3" rid="niceng213er14.s1.ref3">Greco 2005</a></p>
|
|
<p>Mixed methods</p>
|
|
<p>UK</p></td><td headers="hd_h_niceng213er14.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Families who were using 7 case study key worker services.</td><td headers="hd_h_niceng213er14.tab2_1_1_1_3 hd_h_niceng213er14.tab2_1_1_1_4" colspan="2" rowspan="1" style="text-align:left;vertical-align:top;"><p><u>Key worker service A</u></p>
|
|
<p>One full-time designated key worker is funded by Children First and health, education and social services provide part-time non-designated key workers.</p>
|
|
<p><u>Key worker service B</u></p>
|
|
<p>Service and designated key workers funded by health, education and social services.</p>
|
|
<p><u>Key worker service C</u></p>
|
|
<p>At the time of the survey, the service was funded by a Children’s services grant but it has received funding/designated key workers from Health Action Zone, social services and education.</p>
|
|
<p><u>Key worker service D</u></p>
|
|
<p>At the time of the survey, 50% of the funding comes from the primary care trust; social services and education are invoiced retrospectively. Non-designated key workers provided by various agencies.</p>
|
|
<p><u>Key worker service E</u></p>
|
|
<p>Service managers funded jointly (50:50) by primary care trust and local authority. Key workers are seconded by different agencies.</p>
|
|
<p><u>Key worker service F</u></p>
|
|
<p>Non-designated key workers are provided by multiple agencies within existing resources/financial arrangements.</p>
|
|
<p><u>Key worker service G</u></p>
|
|
<p>No dedicated budget for the scheme; non-designated key workers providing service as part of their existing roles.</p></td><td headers="hd_h_niceng213er14.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<ul><li class="half_rhythm"><div>Service user satisfaction</div></li></ul>
|
|
</td><td headers="hd_h_niceng213er14.tab2_1_1_1_6" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No comparative data was reported in sufficient detail for analysis based on transition service. Additional comparative data was reported comparing specific aspects of transition across services (e.g., whether or not services had designated key workers).</td></tr><tr><td headers="hd_h_niceng213er14.tab2_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p>Thom 2016</p>
|
|
<p>Mixed methods</p>
|
|
<p>UK</p></td><td headers="hd_h_niceng213er14.tab2_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><u>Intervention</u></p>
|
|
<p>Families who had received an EHC plan between August 2013 and April 2014 from one of 30 SEND pathfinder sites.</p>
|
|
<p><u>Comparator</u></p>
|
|
<p>Families who had a SEN statement/post −16 equivalent from one of 24 pathfinder areas, before the introduction of the SEND pathfinder programme.</p></td><td headers="hd_h_niceng213er14.tab2_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><u>SEND pathfinder programme (n=698)</u></p>
|
|
<p>Grant funded collaboration between local authorities, NHS, colleges and schools, voluntary and community sectors, and parent-carer groups. Aimed to reform the statutory SEN assessment and statement framework.</p></td><td headers="hd_h_niceng213er14.tab2_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><u>Comparator (n=1000)</u></p>
|
|
<p>No information reported.</p></td><td headers="hd_h_niceng213er14.tab2_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<ul><li class="half_rhythm"><div>Service user satisfaction</div></li><li class="half_rhythm"><div>Access to services:
|
|
<ul class="circle"><li class="half_rhythm"><div>Waiting times for services</div></li></ul></div></li><li class="half_rhythm"><div>Joined-up support:
|
|
<ul class="circle"><li class="half_rhythm"><div>Cross-sector planning</div></li><li class="half_rhythm"><div>Effectiveness of information sharing</div></li></ul></div></li></ul>
|
|
</td><td headers="hd_h_niceng213er14.tab2_1_1_1_6" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Final impact report of SEND pathfinder programme. Brief report presented in <a class="bibr" href="#niceng213er14.s1.ref1" rid="niceng213er14.s1.ref1">Craton 2013</a>. Both studies retained as samples are non-overlapping.</td></tr></tbody></table></div><div class="tblwrap-foot"><div><dl class="temp-labeled-list small"><dl class="bkr_refwrap"><dt></dt><dd><div><p class="no_margin">EHC: education, health and care; NHS: National Health Service; SEN: special educational needs; SEND: special educational needs and disability</p></div></dd></dl></dl></div></div></div></article><article data-type="table-wrap" id="figobniceng213er14tab3"><div id="niceng213er14.tab3" class="table"><h3><span class="label">Table 3</span><span class="title">Summary of the protocol (PICO table)</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK579715/table/niceng213er14.tab3/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng213er14.tab3_lrgtbl__"><table><tbody><tr><th id="hd_b_niceng213er14.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population</th><td headers="hd_b_niceng213er14.tab3_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"> Disabled children and young people from birth to 25 years with severe complex needs who require health, social care and education support.</td></tr><tr><th id="hd_b_niceng213er14.tab3_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention</th><td headers="hd_b_niceng213er14.tab3_1_1_2_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p>Any commissioning, practice and service delivery models (approaches, configurations of resources and services) delivering 2 or more of health, social care and education services.</p>
|
|
<p>For example:</p>
|
|
<p>Practice and service delivery models
|
|
<ul><li class="half_rhythm"><div>Delivery arrangements:
|
|
<ul class="circle"><li class="half_rhythm"><div>Who provides care and how the healthcare workforce is managed:
|
|
<dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Role-expansion/ task shifting</p></dd></dl></dl></div></li><li class="half_rhythm"><div>Coordination of care and management of care processes:
|
|
<dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Individual case (service user) management (models responsive to individual needs)</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Communication / referral between providers</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Shared care</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Shared decision making</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Multidisciplinary teams</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Multiagency assessment tool for service requirements (e.g. West Sussex tool)</p></dd></dl></dl></div></li></ul></div></li></ul></p>
|
|
<p>Commissioning models:
|
|
<ul><li class="half_rhythm"><div>Delivery arrangements:
|
|
<ul class="circle"><li class="half_rhythm"><div>Coordination of care and management of care processes:
|
|
<dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Integration (consolidation) of services</p></dd></dl></dl></div></li></ul></div></li><li class="half_rhythm"><div>Financial arrangements:
|
|
<ul class="circle"><li class="half_rhythm"><div>Mechanisms for the payment of health services:
|
|
<dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Joint/pooled budgets</p></dd></dl></dl></div></li></ul></div></li><li class="half_rhythm"><div>Governance arrangements:
|
|
<ul class="circle"><li class="half_rhythm"><div>Authority and accountability for organisations:
|
|
<dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Joint commissioning teams</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Strategic oversight of commissioning</p></dd></dl></dl></div></li></ul></div></li></ul></p></td></tr><tr><th id="hd_b_niceng213er14.tab3_1_1_3_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Comparison</th><td headers="hd_b_niceng213er14.tab3_1_1_3_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<ul><li class="half_rhythm"><div>Any other joined-up commissioning, practice and service delivery models</div></li><li class="half_rhythm"><div>Separate health, social and education services (without joined-up working)</div></li></ul>
|
|
</td></tr><tr><th id="hd_b_niceng213er14.tab3_1_1_4_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcome</th><td headers="hd_b_niceng213er14.tab3_1_1_4_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><b>Critical</b>
|
|
<ul><li class="half_rhythm"><div>Extent to which needs are met (including changing and evolving needs)
|
|
<ul class="circle"><li class="half_rhythm"><div>Health needs</div></li><li class="half_rhythm"><div>Social care needs</div></li><li class="half_rhythm"><div>Educational needs</div></li></ul></div></li></ul>
|
|
<b>Important</b>
|
|
<ul><li class="half_rhythm"><div>Quality of life</div></li><li class="half_rhythm"><div>Social inclusion</div></li><li class="half_rhythm"><div>Preparation for adulthood</div></li><li class="half_rhythm"><div>Mortality</div></li></ul></td></tr></tbody></table></div></div></article><article data-type="table-wrap" id="figobniceng213er14tab4"><div id="niceng213er14.tab4" class="table"><h3><span class="label">Table 4</span><span class="title">Summary of included studies</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK579715/table/niceng213er14.tab4/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng213er14.tab4_lrgtbl__"><table class="no_bottom_margin"><thead><tr><th id="hd_h_niceng213er14.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Study</th><th id="hd_h_niceng213er14.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population</th><th id="hd_h_niceng213er14.tab4_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention</th><th id="hd_h_niceng213er14.tab4_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Comparison</th><th id="hd_h_niceng213er14.tab4_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes</th><th id="hd_h_niceng213er14.tab4_1_1_1_6" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Comments</th></tr></thead><tbody><tr><td headers="hd_h_niceng213er14.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><a class="bibr" href="#niceng213er14.s1.ref2" rid="niceng213er14.s1.ref2">Eskow 2015</a></p>
|
|
<p>Survey</p>
|
|
<p>USA</p></td><td headers="hd_h_niceng213er14.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Families receiving the Maryland waiver for autistic spectrum disorders, or on the waitlist for the waiver.</td><td headers="hd_h_niceng213er14.tab4_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><u>ASD waiver (n=130)</u></p>
|
|
<p>Home and Community-Based Service (HCBS) Waiver for children with ASD that allows access to Medicaid funds for services in less restrictive environments.</p></td><td headers="hd_h_niceng213er14.tab4_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><u>Waitlist (n=130)</u></p>
|
|
<p>Medicaid funds are normally reserved for residential facilities. Waitlist families must have been receiving minimal waiver-like (HCBS) services.</p></td><td headers="hd_h_niceng213er14.tab4_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<ul><li class="half_rhythm"><div>Quality of life</div></li><li class="half_rhythm"><div>Preparation for adulthood</div></li></ul>
|
|
</td><td headers="hd_h_niceng213er14.tab4_1_1_1_6" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes measured in terms of improvement in the last 12 months.</td></tr><tr><td headers="hd_h_niceng213er14.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><a class="bibr" href="#niceng213er14.s1.ref3" rid="niceng213er14.s1.ref3">Greco 2005</a></p>
|
|
<p>Mixed methods</p>
|
|
<p>UK</p></td><td headers="hd_h_niceng213er14.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Families who were using 7 case study key worker services.</td><td headers="hd_h_niceng213er14.tab4_1_1_1_3 hd_h_niceng213er14.tab4_1_1_1_4" colspan="2" rowspan="1" style="text-align:left;vertical-align:top;"><p><u>Key worker service A</u></p>
|
|
<p>One full-time designated key worker is funded by Children First and health, education and social services provide part-time non-designated key workers.</p>
|
|
<p><u>Key worker service B</u></p>
|
|
<p>Service and designated key workers funded by health, education and social services.</p>
|
|
<p><u>Key worker service C</u></p>
|
|
<p>At the time of the survey, the service was funded by a Children’s services grant but it has received funding/designated key workers from Health Action Zone, social services and education.</p>
|
|
<p><u>Key worker service D</u></p>
|
|
<p>At the time of the survey, 50% of the funding comes from the primary care trust; social services and education are invoiced retrospectively. Non-designated key workers provided by various agencies.</p>
|
|
<p><u>Key worker service E</u></p>
|
|
<p>Service managers funded jointly (50:50) by primary care trust and local authority. Key workers are seconded by different agencies.</p>
|
|
<p><u>Key worker service F</u></p>
|
|
<p>Non-designated key workers are provided by multiple agencies within existing resources/financial arrangements.</p>
|
|
<p><u>Key worker service G</u></p>
|
|
<p>No dedicated budget for the scheme; non-designated key workers providing service as part of their existing roles.</p></td><td headers="hd_h_niceng213er14.tab4_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<ul><li class="half_rhythm"><div>Quality of life</div></li></ul>
|
|
</td><td headers="hd_h_niceng213er14.tab4_1_1_1_6" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">No comparative data was reported in sufficient detail for analysis based on transition service. Additional comparative data was reported comparing specific aspects of transition across services (e.g., whether or not services had designated key workers).</td></tr><tr><td headers="hd_h_niceng213er14.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><a class="bibr" href="#niceng213er14.s1.ref4" rid="niceng213er14.s1.ref4">Klag 2016</a></p>
|
|
<p>Before and after study</p>
|
|
<p>Australia</p></td><td headers="hd_h_niceng213er14.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Children aged <18 years, in out of home care, presenting with severe and/or complex psychological and/or behavioural problems.</td><td headers="hd_h_niceng213er14.tab4_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><u>Evolve Therapeutic Services (n=664)</u></p>
|
|
<p>Tertiary level collaborative wrap around mental health services embedded within Evolve Interagency Services – an interagency partnership between Queensland Health, the Department of Communities, Child Safety & Disability Services, and the Department of Education, Training & Employment.</p></td><td headers="hd_h_niceng213er14.tab4_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><u>Before Evolve Therapeutic Services (n=664)</u></p>
|
|
<p>No information reported.</p></td><td headers="hd_h_niceng213er14.tab4_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<ul><li class="half_rhythm"><div>Preparation for adulthood</div></li></ul>
|
|
</td><td headers="hd_h_niceng213er14.tab4_1_1_1_6" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Mean program duration 19.2 months (SD 11.1).</td></tr><tr><td headers="hd_h_niceng213er14.tab4_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p>Thom 2016</p>
|
|
<p>Mixed methods</p>
|
|
<p>UK</p></td><td headers="hd_h_niceng213er14.tab4_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><u>Intervention</u></p>
|
|
<p>Families who had received an EHC plan between August 2013 and April 2014 from one of 30 SEND pathfinder sites.</p>
|
|
<p><u>Comparator</u></p>
|
|
<p>Families who had a SEN statement/post-16 equivalent from one of 24 pathfinder areas, before the introduction of the SEND pathfinder programme.</p></td><td headers="hd_h_niceng213er14.tab4_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><u>SEND pathfinder programme (n=698)</u></p>
|
|
<p>Grant funded collaboration between local authorities, NHS, colleges and schools, voluntary and community sectors, and parent-carer groups. Aimed to reform the statutory SEN assessment and statement framework.</p></td><td headers="hd_h_niceng213er14.tab4_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><u>Comparator (n=1000)</u></p>
|
|
<p>No information reported.</p></td><td headers="hd_h_niceng213er14.tab4_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<ul><li class="half_rhythm"><div>Extent to which needs are met
|
|
<ul class="circle"><li class="half_rhythm"><div>Health needs</div></li><li class="half_rhythm"><div>Social care needs</div></li><li class="half_rhythm"><div>Educational needs</div></li></ul></div></li><li class="half_rhythm"><div>Quality of life</div></li><li class="half_rhythm"><div>Social inclusion</div></li><li class="half_rhythm"><div>Preparation for adulthood</div></li></ul>
|
|
</td><td headers="hd_h_niceng213er14.tab4_1_1_1_6" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">None</td></tr></tbody></table></div><div class="tblwrap-foot"><div><dl class="temp-labeled-list small"><dl class="bkr_refwrap"><dt></dt><dd><div><p class="no_margin">ASD: autistic spectrum disorder; EHC: education, health and care; HCBS: home and community-based service; NHS: National Health Service; SEN: special educational needs; SEND: special educational needs and disability; SD: standard deviation</p></div></dd></dl></dl></div></div></div></article><article data-type="table-wrap" id="figobniceng213er14tab5"><div id="niceng213er14.tab5" class="table"><h3><span class="label">Table 5</span><span class="title">The economic evidence profiles for practice and service delivery models</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK579715/table/niceng213er14.tab5/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng213er14.tab5_lrgtbl__"><table class="no_bottom_margin"><thead><tr><th id="hd_h_niceng213er14.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Study and country</th><th id="hd_h_niceng213er14.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Limitations</th><th id="hd_h_niceng213er14.tab5_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Applicability</th><th id="hd_h_niceng213er14.tab5_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Other comments</th><th id="hd_h_niceng213er14.tab5_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Costs/Incremental costs</th><th id="hd_h_niceng213er14.tab5_1_1_1_6" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Effects /Incremental effects</th><th id="hd_h_niceng213er14.tab5_1_1_1_7" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Results/ICER</th><th id="hd_h_niceng213er14.tab5_1_1_1_8" rowspan="1" colspan="1" style="text-align:left;vertical-align:bottom;">Uncertainty</th></tr></thead><tbody><tr><td headers="hd_h_niceng213er14.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><a class="bibr" href="#niceng213er14.s1.ref10" rid="niceng213er14.s1.ref10">Revill 2013</a></p>
|
|
<p>Ireland</p></td><td headers="hd_h_niceng213er14.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Potentially serious limitations<sup>1</sup></td><td headers="hd_h_niceng213er14.tab5_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Partially applicable<sup>2</sup></td><td headers="hd_h_niceng213er14.tab5_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Cost analysis</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Intervention: Home nursing care and respite services, care budget, continuity of care, liaison service</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Comparator: NA, i.e. non-comparative</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Time horizon: 1 year</p></dd></dl></dl>
|
|
</td><td headers="hd_h_niceng213er14.tab5_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">€41,148 per participant (€16,267 provider costs, €22,261 indirect family costs, €2,620 direct family costs)</td><td headers="hd_h_niceng213er14.tab5_1_1_1_6" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">NA</td><td headers="hd_h_niceng213er14.tab5_1_1_1_7" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">NA</td><td headers="hd_h_niceng213er14.tab5_1_1_1_8" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Mean cost per participant: Including hospital inpatient costs: €56,926 Excluding indirect costs: €18,887</td></tr><tr><td headers="hd_h_niceng213er14.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><a class="bibr" href="#niceng213er14.s1.ref6" rid="niceng213er14.s1.ref6">Cohen 2012</a></p>
|
|
<p>Canada</p></td><td headers="hd_h_niceng213er14.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Potentially serious limitations<sup>3</sup></td><td headers="hd_h_niceng213er14.tab5_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Partially applicable<sup>4</sup></td><td headers="hd_h_niceng213er14.tab5_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Cost-utility analysis</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Intervention: Comanagement model with existing primary care providers (i.e. community paediatricians work together with a tertiary care affiliated nurse practitioners, focus on care coordination, care plan, community based therapists and professionals)</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Comparator: Uncoordinated services (not defined)</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Time horizon: 12 months</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Outcome measure: QALYs (calculated by the NGA team); CPCHILD; PedsQL;</p></dd></dl></dl>
|
|
</td><td headers="hd_h_niceng213er14.tab5_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p>Per participant:</p>
|
|
<p>−$12,840 (mean)</p>
|
|
<p>−$1,356 (median)</p></td><td headers="hd_h_niceng213er14.tab5_1_1_1_6" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p>QALYs</p>
|
|
<p>−0.0009 (mean)</p>
|
|
<p>0.005 (median)</p>
|
|
<p>CPCHILD</p>
|
|
<p>0.2 (mean)</p>
|
|
<p>−0.9 (median)</p>
|
|
<p>0.0 (PedsQL)</p>
|
|
<p>Significant improvements on MPOC enabling and partnership, coordinated and comprehensive care, and respectful and supportive care domains</p></td><td headers="hd_h_niceng213er14.tab5_1_1_1_7" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p>−$14.2 million per QALY lost using mean costs and QALYs</p>
|
|
<p>Intervention dominant using median costs and QALYs</p>
|
|
<p>Intervention dominant (mean costs and mean CPCHILD scores)</p>
|
|
<p>ICER of −$1,506 per CPCHILD score lost using median costs and median CPCHILD scores</p>
|
|
<p>Intervention preferred on the basis of lower costs when using PedsQL</p>
|
|
<p>Intervention dominant using MPOC enabling and partnership, coordinated and comprehensive care, and respectful and supportive care domains</p></td><td headers="hd_h_niceng213er14.tab5_1_1_1_8" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p>Mean cost difference was significant, p<0.007</p>
|
|
<p>PedsQL no significant differences</p>
|
|
<p>MPOC, Enabling and partnership (p=0.01), Coordinated and Comprehensive Care (p=0.004), Respectful and Supportive Care (p=0.01)</p></td></tr><tr><td headers="hd_h_niceng213er14.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><a class="bibr" href="#niceng213er14.s1.ref9" rid="niceng213er14.s1.ref9">Peter 2011</a></p>
|
|
<p>Australia</p></td><td headers="hd_h_niceng213er14.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Potentially serious limitations<sup>5</sup></td><td headers="hd_h_niceng213er14.tab5_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Partially applicable<sup>6</sup></td><td headers="hd_h_niceng213er14.tab5_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Cost analysis</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Intervention: Ambulatory care coordination (nurse led integrated care coordination)</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Comparator: undefined pre-service introducton care</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Time horizon: 10 months</p></dd></dl></dl>
|
|
</td><td headers="hd_h_niceng213er14.tab5_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">−$19,228 per participant (post vs. pre)</td><td headers="hd_h_niceng213er14.tab5_1_1_1_6" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">NA</td><td headers="hd_h_niceng213er14.tab5_1_1_1_7" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Coordination cost saving</td><td headers="hd_h_niceng213er14.tab5_1_1_1_8" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">None</td></tr><tr><td headers="hd_h_niceng213er14.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><a class="bibr" href="#niceng213er14.s1.ref7" rid="niceng213er14.s1.ref7">Gordon 2007</a></p>
|
|
<p>US</p></td><td headers="hd_h_niceng213er14.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Potentially serious limitations<sup>7</sup></td><td headers="hd_h_niceng213er14.tab5_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Partially applicable<sup>8</sup></td><td headers="hd_h_niceng213er14.tab5_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Cost analysis</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Intervention: Special needs programme (SNP, tertiary care–primary care partnership) PNCM-MD group (SNP paediatric nurse case manager and SNP physician) PNCM group (SNP paediatric nurse case manager only)</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Comparator: pre-enrolment care (not defined)</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Time horizon: one day</p></dd></dl></dl>
|
|
Children’s Hospital of Wisconsin (CHW) and Medical College of Wisconsin (MCW)</td><td headers="hd_h_niceng213er14.tab5_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p>PNCM-MD group</p>
|
|
<p>−$604 (CHW)</p>
|
|
<p>−$36 (MCW)</p>
|
|
<p>PNCM group</p>
|
|
<p>−$19 (CHW)</p>
|
|
<p>$32 (MCW)</p></td><td headers="hd_h_niceng213er14.tab5_1_1_1_6" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">NA</td><td headers="hd_h_niceng213er14.tab5_1_1_1_7" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">PNCM-MD model was cost saving at both centres; PNCM model was cost saving at one centre but not the other</td><td headers="hd_h_niceng213er14.tab5_1_1_1_8" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p>PNCM-MD The reduction in post-enrolment median daily charges was significant at CHW centre (p<0.01) but not MCW centre (p=0.78).</p>
|
|
<p>PNCM The reduction in post-enrolment median daily charges was significant at CHW centre (p=0.002); and an increase was also significant at MCW centre (p=0.004).</p></td></tr><tr><td headers="hd_h_niceng213er14.tab5_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;"><p><a class="bibr" href="#niceng213er14.s1.ref8" rid="niceng213er14.s1.ref8">Palfrey 2004</a></p>
|
|
<p>US</p></td><td headers="hd_h_niceng213er14.tab5_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Potentially serious limitations<sup>9</sup></td><td headers="hd_h_niceng213er14.tab5_1_1_1_3" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Partially applicable<sup>10</sup></td><td headers="hd_h_niceng213er14.tab5_1_1_1_4" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
<dl class="temp-labeled-list"><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Cost analysis</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Intervention: Paediatric Alliance for Coordinated Care (a designated paediatric nurse practitioner, consultation from a local parent of a child with special healthcare needs, an individualised health plan, medical and nursing education, and expedited referrals and communication with specialists and hospital-based personnel)</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Comparator: NA, i.e. non-comparative cost analysis</p></dd></dl><dl class="bkr_refwrap"><dt>-</dt><dd><p class="no_top_margin">Time horizon: 2 years</p></dd></dl></dl>
|
|
</td><td headers="hd_h_niceng213er14.tab5_1_1_1_5" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">$400 (annual cost per participant)</td><td headers="hd_h_niceng213er14.tab5_1_1_1_6" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">NA</td><td headers="hd_h_niceng213er14.tab5_1_1_1_7" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">NA</td><td headers="hd_h_niceng213er14.tab5_1_1_1_8" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">None</td></tr></tbody></table></div><div class="tblwrap-foot"><div><dl class="temp-labeled-list small"><dl class="bkr_refwrap"><dt></dt><dd><div><p class="no_margin">Abbreviations: CHW: Children’s Hospital of Wisconsin; CPCHILD: The Caregiver Priorities & Child Health Index of Life with Disabilities; ICER: incremental cost effectiveness ratio; MCW: Medical College of Wisconsin; MPOC: Measures of Processes of Care; NA: not applicable; NR: not reported; PedsQL: Pediatric Quality of Life Inventory; PNCM: Pediatric nurse case manager; PNCM-MD: Pediatric nurse case manager and Special needs physician; QALY: Quality Adjusted Life Year; SNP: Special needs physician</p></div></dd></dl><dl class="bkr_refwrap"><dt>1</dt><dd><div id="niceng213er14.tab5_1"><p class="no_margin">Short time horizon, based on small retrospective study (n=30), mix of local and national unit cost data, limited statistical analysis</p></div></dd></dl><dl class="bkr_refwrap"><dt>2</dt><dd><div id="niceng213er14.tab5_2"><p class="no_margin">Non-UK study</p></div></dd></dl><dl class="bkr_refwrap"><dt>3</dt><dd><div id="niceng213er14.tab5_3"><p class="no_margin">Pre-, post-study design (i.e. any changes in costs and outcomes could have been due to overall standard of care improving, the natural history of child’s condition, short time horizon, healthcare centred, unclear source of unit cost data (likely local)</p></div></dd></dl><dl class="bkr_refwrap"><dt>4</dt><dd><div id="niceng213er14.tab5_4"><p class="no_margin">Non-UK study; healthcare orientated although includes some community (social care?) care; variety of outcomes; QALYs were not reported but it was possible to estimate form SF-36 measure</p></div></dd></dl><dl class="bkr_refwrap"><dt>5</dt><dd><div id="niceng213er14.tab5_5"><p class="no_margin">Pre-, post-study design (i.e. cost savings could have been due to improvement in clinical conditions over time), short time horizon, narrow healthcare payer perspective (inpatient care only), local unit cost data</p></div></dd></dl><dl class="bkr_refwrap"><dt>6</dt><dd><div id="niceng213er14.tab5_6"><p class="no_margin">Non UK study</p></div></dd></dl><dl class="bkr_refwrap"><dt>7</dt><dd><div id="niceng213er14.tab5_7"><p class="no_margin">Short time horizon, pre-, post-study design (cost savings due to improvement in clinical conditions over time, healthcare focused (i.e. inpatient care only)</p></div></dd></dl><dl class="bkr_refwrap"><dt>8</dt><dd><div id="niceng213er14.tab5_8"><p class="no_margin">Non-UK study</p></div></dd></dl><dl class="bkr_refwrap"><dt>9</dt><dd><div id="niceng213er14.tab5_9"><p class="no_margin">Intervention costs only, small observational study, local unit cost data</p></div></dd></dl><dl class="bkr_refwrap"><dt>10</dt><dd><div id="niceng213er14.tab5_10"><p class="no_margin">Non-UK study</p></div></dd></dl></dl></div></div></div></article><article data-type="table-wrap" id="figobniceng213er14appjtab1"><div id="niceng213er14.appj.tab1" class="table"><h3><span class="label">Table 25</span><span class="title">Excluded studies and reasons for their exclusion</span></h3><p class="large-table-link" style="display:none"><span class="right"><a href="/books/NBK579715/table/niceng213er14.appj.tab1/?report=objectonly" target="object">View in own window</a></span></p><div class="large_tbl" id="__niceng213er14.appj.tab1_lrgtbl__"><table class="no_bottom_margin"><thead><tr><th id="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Study</th><th id="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Reason for Exclusion</th></tr></thead><tbody><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Adams, R. C., Tapia, C., Murphy, N. A., Norwood
|
|
Jr, K. W., Burke, R. T., Friedman, S. L., Houtrow, A. J., Kalichman, M. A., Kuo, D. Z., Levy, S. E., Turchi, R. M., Wiley, S. E., Bridgemohan, C., Peacock, G., Strickland, B., Wells, N., Wiznitzer, M., Mucha, S., Early intervention, IDEA part C services, and the medical home: Collaboration for best practice and best outcomes, Pediatrics, 132, e1073–e1088, 2013 [<a href="https://pubmed.ncbi.nlm.nih.gov/24082001" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24082001</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Narrative review/overview of model</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Alexander, J., Callahan, B., King, A., King, J., Hooper, S., Bartel, S., North Carolina’s TBI project ACCESS. Assuring coordinated care, education, and support for survivors of pediatric brain injury, North Carolina medical journal, 62, 359–63, 2001 [<a href="https://pubmed.ncbi.nlm.nih.gov/11729466" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 11729466</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of model implementation, barriers and recommendations. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Alonso, M., Escorcia, C., Franco, I., Ayuso, V., Santandreu, A., Molt, O. E., Sanchis, C., Domenech, M., CaNadas, M., The role of the physical therapist in the familycentered model justified by ICF, Developmental Medicine and Child Neurology, 55, 48, 2013
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Conference abstract</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Anderson, L., Ringle, J. L., Ingram, S. D., Ross, J. R., Thompson, R. W., Care Coordination Services: A Description of an Alternative Service Model for At-Risk Families, Journal of Evidence-Informed Social Work, 14, 217–228, 2017 [<a href="https://pubmed.ncbi.nlm.nih.gov/28682180" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28682180</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population: Children referred for poor anger control or school behaviour problems</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Arya, Saroj, Sen, Arya Raj Madhavan Madhavan Malin Mendis Otoole Rangaswami Reddy Thornburn, Delivery of services through itinerant service model, Journal of Personality and Clinical Studies, 18, 67–72, 2002
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Non-OECD country: India</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bachmann, M. O., O’Brien, M., Husbands, C., Shreeve, A., Jones, N., Watson, J., Reading, R., Thoburn, J., Mugford, M., Brandon, M., Franklin, A., Harvey, I., Haynes, R., Lanyon, C., Lorgelly, P., Lu, Y., Norris, N., Sinclair, R., Sykes, I., Walker, R., Integrating children’s services in England: National evaluation of children’s trusts, Child: care, health and development, 35, 257–265, 2009 [<a href="https://pubmed.ncbi.nlm.nih.gov/19228159" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19228159</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Study design and outcomes: Non-comparative. Description of services and qualitative experiences</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bachmann, M. O., Reading, R., Husbands, C., O’Brien, M., Thoburn, J., Shemilt, I., Watson, J., Jones, N., Haynes, R., Mugford, M., Brandon, M., Harvey, I., Lorgelly, P., Lu, Y., Norris, N., Shreeve, A., Sinclair, R., Sykes, I., Walker, R., What are children’s trusts? Early findings from a national survey, Child: Care, Health and Development, 32, 137–146, 2006 [<a href="https://pubmed.ncbi.nlm.nih.gov/16441848" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 16441848</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Study design and outcomes: Non-comparative. Description of services</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Botha, Johan, Kourkoutas, Elias, A Community of Practice as an Inclusive Model to Support Children with Social, Emotional and Behavioural Difficulties in School Contexts, International Journal of Inclusive Education, 20, 784–799, 2016
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Study design: Qualitative</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Brahmbhatt, K., Integrating care across the subspecialty pediatric continuum: Experience from the university of California, San Francisco in pediatric epilepsy, Journal of the American Academy of Child and Adolescent Psychiatry, 56, S17, 2017
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Conference abstract</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Brosseau-Lapre, F., Greenwell, T., Innovative Service Delivery Models for Serving Children with Speech Sound Disorders, Seminars in Speech and Language, 40, 113–123, 2019 [<a href="https://pubmed.ncbi.nlm.nih.gov/30795022" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30795022</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type and outcomes: Overview of models and recommendations for implementation. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Brown
|
|
Helen, et al.,, What works in the delivery of independent support? Final report from the national evaluation of the Independent Support Programme 2014 - 2016, 93, 2017
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Study design and outcomes. Non-comparative. Descriptive and qualitative outcomes</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bruce, S. M., Bashinski, S. M., The Trifocus Framework and Interprofessional Collaborative Practice in Severe Disabilities, American Journal of Speech-Language Pathology, 26, 162–180, 2017 [<a href="https://pubmed.ncbi.nlm.nih.gov/28514472" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28514472</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Narrative review</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bruns, E. J., Duong, M. T., Lyon, A. R., Pullmann, M. D., Cook, C. R., Cheney, D., McCauley, E., Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools, American Journal of Orthopsychiatry, 86, 156–170, 2016 [<a href="/pmc/articles/PMC4788041/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4788041</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/26963185" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26963185</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of service delivery framework and recommendations. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Bryant
|
|
Ben, Swords
|
|
Beth, Isos, Partnership, Developing and sustaining an effective local SEND system: a practical guide for councils and partners, 51, 2018
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Guidance. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Butler, Michelle, et al, Using the voluntary sector to provide services to children and families with complex needs as an alternative to social work services: what are the benefits and risks?, 47, 2017
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes: Narrative/thematic summary of results. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Butler, Michelle, et al, Supporting children and families with complex needs: an exploration of the risks and benefits of voluntary sector service provision as an alternative to statutory services, 69, 2019
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes: Narrative/thematic summary of results. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Cady, R. G., Looman, W. S., Lindeke, L. L., LaPlante, B., Lundeen, B., Seeley, A., Kautto, M. E., Pediatric Care Coordination: Lessons Learned and Future Priorities, Online Journal of Issues in NursingOnline J Issues Nurs, 20, 3, 2015 [<a href="https://pubmed.ncbi.nlm.nih.gov/26882512" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26882512</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of models for care coordination and plan for evaluation. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Campbell, Denise, Garg, Pankaj, Ong, Natalie, Tomsic, Gail, Silove, Natalie, An innovative model of care for meeting the health and social needs of children and young people with intellectual disability, International Journal of Integrated Care (IJIC), 19, 1–2, 2019
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Conference abstract</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Care Quality, Commission, Health care for disabled children and young people: a review of how the health care needs of disabled children and young people are met by the commissioners and providers of health care in England: special review, 48p., 2012
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes: No comparative data presented for outcomes of interest</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Carrey, N. J., Curran, J. A., Greene, R., Nolan, A., McLuckie, A., Embedding mental health interventions in early childhood education systems for at-risk preschoolers: An evidence to policy realist review, Systematic Reviews, 3, 84, 2014 [<a href="/pmc/articles/PMC4127568/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4127568</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/25073533" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25073533</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Protocol for realist review</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Carter, M., Stephenson, J., Clark, T., Costley, D., Martin, J., Williams, K., Bruck, S., Davies, L., Browne, L., Sweller, N., A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success, Research in Autism Spectrum Disorders, 68, 101452, 2019
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Insufficient presentation of results</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Centre For Effective, Services, On the right track: implementation. Learning from investment in prevention and early intervention in Ireland, 18, 2019
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Guidance/overview of implementation processes. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Chaplin, Eddie, Better services for people with an autistic spectrum disorder, Advances in Mental Health and Learning Disabilities, 1, 27–28, 2007
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Commentary</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Chatenoud, C., Villeneuve, M., Dionne, C., Minnes, P., Parent collaboration with educators and health professionals during preschool transition, Journal of Intellectual Disability Research, 56, 740, 2012
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Conference abstract</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Chenoweth, B., Leitner, R., Lenroot, R., Metro-Regional intellectual Disability Network: A partnership model for integrated health services for people with intellectual disability in regional and rural NSW, Journal of Intellectual Disability Research, 56, 756, 2012
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Conference abstract</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Children’S Improvement, Board, Commissioning for families with complex needs, 33p., 2013
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Commissioning guide. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Children’S Services Development, Group, In it together: achieving quality outcomes for young people with complex needs, 25p., 2009
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type and outcomes: Examples of good practice and case studies. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Chu, S., Reynolds, F., Occupational therapy for children with attention deficit hyperactivity disorder (ADHD), Part 2: A multicentre evaluation of an assessment and treatment package, British Journal of Occupational Therapy, 70, 439–448, 2007
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes: No comparative data provided for outcomes of interest</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Chu, Sidney, Reynolds, Frances, Occupational therapy for children with Attention Deficit Hyperactivity Disorder (ADHD), Part 1: a delineation model of practice, British Journal of Occupational Therapy, 70, 372–383, 2007
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication: Overview of model. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., Torrey, T. Z., Adamczyk, D. F., Evidence-based systematic review: Effects of different service delivery models on communication outcomes for elementary school-age children, Language, Speech, and Hearing Services in Schools, 41, 233–264, 2010 [<a href="https://pubmed.ncbi.nlm.nih.gov/20421615" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 20421615</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population: Not limited to children and young people with severe complex needs</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Dang, K., Bent, S., Lawton, B., Warren, T., Widjaja, F., McDonald, M. G., Breard, M., O’Keefe, W., Hendren, R. L., Integrating autism care through a school-based intervention model: A pilot study, Journal of Clinical Medicine, 6 (10) (no pagination), 2017 [<a href="/pmc/articles/PMC5664012/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5664012</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29048365" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29048365</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Insufficient presentation of results</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Dang, M. T., Warrington, D., Tung, T., Baker, D., Pan, R. J., A school-based approach to early identification and management of students with ADHD, The Journal of school nursing : the official publication of the National Association of School Nurses, 23, 2–12, 2007 [<a href="https://pubmed.ncbi.nlm.nih.gov/17253889" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17253889</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of framework. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Dodge, Nancy, Keenan, Sandra, Lattanzi, Theresa, Strengthening the capacity of schools and communities to serve students with serious emotional disturbance, Journal of Child and Family Studies, 11, 23–34, 2002
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of service development. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Easton, C., et al.,, Supporting families with complex needs: findings from LARC4: report for the Local Authority Research Consortium (LARC), 42p., 2012
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes: Qualitative, descriptive and costs. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Ebbels, S. H., McCartney, E., Slonims, V., Dockrell, J. E., Norbury, C. F., Evidence-based pathways to intervention for children with language disorders, International journal of language & communication disorders, 54, 3–19, 2019 [<a href="https://pubmed.ncbi.nlm.nih.gov/29696726" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29696726</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Discussion/narrative review. No effectiveness data presented</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
El Aissati, D., Jackson, C., Birmingham early intervention service redesign: Improving recovery and social outcomes for young people with psychosis, Early Intervention in Psychiatry, 6, 86, 2012
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Conference abstract</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Erickson, C. D., Splett, P. L., Mullett, S. S., Heiman, M. B., The healthy learner model for student chronic condition management--part I, The Journal of school nursing : the official publication of the National Association of School Nurses, 22, 310–318, 2006 [<a href="https://pubmed.ncbi.nlm.nih.gov/17121441" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17121441</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of model development and implementation. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Eskow, Karen Goldrich, Summers, Jean Ann, Chasson, Gregory S., Mitchell, Renae, Act, Adams Angell Baio Barnard Bartels Benjamini Billingsley Blue-Banning Brookman-Frazee Burke Cheak-Zamora Claire Cohen Constantino Davern Davis Dempsey Dunst Enders Epley Eskow Eskow Fereday Hayes Hoffman Karst Kovacs Markow Matson McWilliam Merryman Miller Moh Olmstead Poston Reiter Renty Ruble Ruble Schopler Selya Starr Summers Summers Timberlake Turnbull Turnbull Turnbull Turnbull Verhoeven Warfield Whitaker Winton Zablotsky Zionts, The association between family-teacher partnership satisfaction and outcomes of academic progress and quality of life for children/youth with autism, Journal of Policy and Practice in Intellectual Disabilities, 15, 16–25, 2018
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Sample: Subset of population reported in <a class="bibr" href="#niceng213er14.s1.ref2" rid="niceng213er14.s1.ref2">Eskow 2015</a></td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Fitzmaurice, Eimear, Richmond, Janet E., An Investigation of Service Providers’ understanding, perspectives and implementations of the Transdisciplinary model in Early Intervention settings for Children with Disabilities, Internet Journal of Allied Health Sciences & Practice, 15, 1–12, 2017
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes: No data on effectiveness presented</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Frey, A. J., Lingo, A., Michael Nelson, C., Positive behavior support: A call for leadership, Children and Schools, 30, 5–14, 2008
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population and intervention: Implemented at the school/population level. Not limited to disabled children and young people with severe complex needs</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Gaines, R., Missiuna, C., Egan, M., McLean, J., Educational outreach and collaborative care enhances physician’s perceived knowledge about Developmental Coordination Disorder, BMC Health Services Research, 8, 21, 2008 [<a href="/pmc/articles/PMC2254381/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2254381</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/18218082" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 18218082</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: Collaborative care within healthcare only</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Gaines, Robin, Missiuna, Cheryl, Egan, Mary, McLean, Jennifer, Gaines, Hamilton Missiuna Missiuna Missiuna Polatajko, Interprofessional care in the management of a chronic childhood condition: Developmental coordination disorder, Journal of Interprofessional Care, 22, 552–555, 2008 [<a href="https://pubmed.ncbi.nlm.nih.gov/24567970" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24567970</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of the development of a service delivery model. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Giroux, Catherine M., Corkett, Julie K., Alquraini, Canter Cohen Cunningham Giacomini Graham Harris Kearney, Interprofessional collaboration for children with special healthcare needs: A review of effective education integration, Journal of Sociology and Social Welfare, 43, 55–67, 2016
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Narrative review</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Golos, Anat, Sarid, Miri, Weill, Michal, Weintraub, Naomi, Efficacy of an early intervention program for at-risk preschool boys: a two-group control study, The American journal of occupational therapy : official publication of the American Occupational Therapy Association, 65, 400–8, 2011 [<a href="https://pubmed.ncbi.nlm.nih.gov/21834455" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 21834455</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population and outcomes: Children with or at risk of developmental delay. May not have had needs in all three areas. No relevant outcomes reported</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Gordon, J. B., Colby, H. H., Bartelt, T., Jablonski, D., Krauthoefer, M. L., Havens, P., A tertiary care-primary care partnership model for medically complex and fragile children and youth with special health care needs, Archives of Pediatrics and Adolescent Medicine, 161, 937–944, 2007 [<a href="https://pubmed.ncbi.nlm.nih.gov/17909136" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17909136</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: Care coordination within health services only</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Great Britain Department for Education, Spring, Consortium, Meeting the needs of complex adolescents: learning summary 2, 4, 2017
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of service delivery models. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Great Britain Department of Health, Children and young people in mind: the final report of the national CAMHS review, 117p., 2008
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type/study design: Literature review, qualitative investigations and review of current practice. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Great Britain. Department of, Health, Better care : better lives : improving outcomes and experiences for children, young people and their families living with life-limiting and life-threatening conditions, 2008
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Review of existing practice and framework for service delivery. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Groleger Srsen, K., Vidmar, G., Zupan, A., The importance of the key worker in the processes of care for chronically ill or disabled children, Developmental Medicine and Child Neurology, 55, 13, 2013
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Conference abstract</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Guralnick, M. J., Early intervention for children with intellectual disabilities: Current knowledge and future prospects, Journal of Applied Research in Intellectual Disabilities, 18, 313–324, 2005
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Narrative review</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Halpin, Julia, Pitt, Sally, Dodd, Emma, EarlyBird in South Staffordshire: reflections on an innovative model of interagency working to deliver an intervention for families of preschool children with autistic spectrum disorder, BRITISH JOURNAL OF SPECIAL EDUCATION, 2011
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of model implementation and evaluation. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Harris, Karen, Farrell, Peter, Beresford, Booth Boulton Boulton Closs Farrell Farrell Larcombe Lightfoot Lightfoot, Educating children and young people with medical needs: Effective provision and practice, Support for Learning, 19, 13–18, 2004
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes: Thematic summary of results. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hetrick, S. E., Bailey, A. P., Smith, K. E., Malla, A., Mathias, S., Singh, S. P., O’Reilly, A., Verma, S. K., Benoit, L., Fleming, T. M., Moro, M. R., Rickwood, D. J., Duffy, J., Eriksen, T., Illback, R., Fisher, C. A., McGorry, P. D., Integrated (one-stop shop) youth health care: best available evidence and future directions, The Medical journal of Australia, 207, S5–S18, 2017 [<a href="https://pubmed.ncbi.nlm.nih.gov/29129182" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29129182</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population: Not limited to disabled children and young people with severe complex needs</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hopkins, L. J., Hospital-based education support for students with chronic health conditions, Australian health review : a publication of the Australian Hospital Association, 40, 213–218, 2016 [<a href="https://pubmed.ncbi.nlm.nih.gov/26412444" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 26412444</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Narrative review/overview of current practice. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hughes, L., AD/HD is a bio-psychosocial condition requiring support from integrated services, Emotional and Behavioural Difficulties, 12, 241–253, 2007
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of the development of a framework for interagency working. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Hunt, Pam, Soto, Gloria, Maier, Julie, Liboiron, Nicole, Bae, Soung, Beckman, Erwin Gaylord-Ross Giangreco Giangreco Guralnick Hanson Hanson Hanson Hunt Hunt Hunt Hunt Hunt Janney Kalyanpur Kazdin Krueger LeLaurin Lieber Lincoln Merritt Morgan Odom Odom Odom Odom Rafferry Salisbury Siegel Strauss West, Collaborative Teaming to Support Preschoolers With Severe Disabilities Who Are Placed in General Education Early Childhood Programs, Topics in Early Childhood Special Education, 24, 123–142, 2004
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Study design: Case studies</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Johnson, M. H., George, P., Armstrong, M. I., Lyman, D. R., Dougherty, R. H., Daniels, A. S., Ghose, S. S., Delphin-Rittmon, M. E., Behavioral management for children and adolescents: Assessing the evidence, Psychiatric Services, 65, 580–590, 2014 [<a href="https://pubmed.ncbi.nlm.nih.gov/24343339" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24343339</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population: Children and young people with problem behaviours of elevated risk. Not limited to disabled children and young people with severe complex needs</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kaehne, Axel, User involvement in service integeration and carers’ views of co-locating children’s services, Journal of Health Organization and Management, 2013 [<a href="https://pubmed.ncbi.nlm.nih.gov/24341179" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24341179</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Study design: Non-comparative</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kazak, A. E., Pediatric Psychosocial Preventative Health Model (PPPHM): Research, practice, and collaboration in pediatric family systems medicine, Families, Systems and Health, 24, 381–395, 2006
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of model/narrative review</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kelly, A., Golnik, A., Cady, R., A medical home center: Specializing in the care of children with special health care needs of high intensity, Maternal and Child Health Journal, 12, 633–640, 2008 [<a href="https://pubmed.ncbi.nlm.nih.gov/17710520" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17710520</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of model and case examples. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kerfoot, Michael, Partnerships between health and local authorities, 2005
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Book chapter</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kieckhefer, G. M., Trahms, C. M., Supporting development of children with chronic conditions: from compliance toward shared management, Pediatric nursing, 26, 354–363, 2000 [<a href="https://pubmed.ncbi.nlm.nih.gov/12026469" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 12026469</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of models. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
King, G., Tucker, M., Baldwin, P., Lowry, K., LaPorta, J., Martens, L., A life needs model of pediatric service delivery: services to support community participation and quality of life for children and youth with disabilities, Physical & Occupational Therapy in Pediatrics, 22, 53–77, 2002 [<a href="https://pubmed.ncbi.nlm.nih.gov/12216367" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 12216367</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of model. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Kotsopoulos, S., A model of continuous intervention for children with autism spectrum disorder (ASD), Child and Adolescent Mental Health, 16, 3, 2011
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Conference abstract</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lambert, M., Schottle, D., Bock, T., Schulte-Markwort, M., Naber, D., Karow, A., Hamburg model of integrated care for severely ill patients with psychotic disorders, Psychotherapeut, 59, 95–99, 2014
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Non-English language</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lambros, Katina, Kraemer, Bonnie, Wager, James Derek, Culver, Shirley, Angulo, Aidee, Saragosa, Marie, Aman, Atkins Baker Barrett Batshaw Clair Brereton Bruns Dangan Dekker Eisenhower Emerson Emerson Esbensen Freeman Hoagwood Hunter Hurley Iovannone Kataoka Kutash Lecavalier Maes McCarthy McIntyre McIntyre Paschos Prout Snyder Stephan Tasse Taylor Weiss Weist Yell, Students with dual diagnosis: Can school-based mental health services play a role?, Journal of Mental Health Research in Intellectual Disabilities, 9, 3–23, 2016
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes: No comparative data for outcomes of interest</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Langberg, J. M., Brinkman, W. B., Lichtenstein, P. K., Epstein, J. N., Interventions to promote the evidence-based care of children with ADHD in primary-care settings, Expert Review of Neurotherapeutics, 9, 477–487, 2009 [<a href="https://pubmed.ncbi.nlm.nih.gov/19344300" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19344300</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: Aimed at increasing primary care provider adherence to ADHD guidelines. Primarily educational interventions delivered within healthcare only</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lenehan
|
|
Christine, Geraghty
|
|
Mark, Good intentions, good enough? A review of the experiences and outcomes of children and young people in residential special schools and colleges, 46, 2017
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type and study design: Overview of services, recommendations and qualitative experiences. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lenehan, Christine, These are our children: a review by Dame Christine Lenehan Director, Council of Disabled Children, 37, 2017
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type and study design: Overview of services, recommendations and qualitative experiences. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lewis, M., Noyes, J., Discharge management for children with complex needs, Paediatric nursing, 19, 26–30, 2007 [<a href="https://pubmed.ncbi.nlm.nih.gov/17542318" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 17542318</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Commentary</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Limbrick-Spencer, Gudrun, The Keyworker: a practical guide; a comprehensive description and evaluation of the one hundred hours model for supporting the families of children who have disabilities, 56p., 2001
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Book chapter</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Local Government, Association, Improving outcomes for children and families in the early years: a key role for health visiting services, 24, 2017
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Case studies of different health visiting services. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Local Government, Association, The council role in special education, 26, 2014
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Case studies of different council services. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lynch, Sean E., Cho, Jennifer, Ogle, Stacy, Sellman, Heather, dosReis, Susan, A Phenomenological Case Study of Communication Between Clinicians About Attention-Deficit/Hyperactivity Disorder Assessment, Clinical Pediatrics, 53, 11–17, 2014 [<a href="https://pubmed.ncbi.nlm.nih.gov/23899584" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23899584</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Study design: Qualitative</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Lynch, Sean, et al, Pediatric integrated behavioral health service delivery models: using a federal framework to assess levels of integration, Social Work in Health Care, 58, 32–59, 2019 [<a href="https://pubmed.ncbi.nlm.nih.gov/30321132" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30321132</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: Integrated service delivery within health care only</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Maloney, Danielle, Walter, Garry, Contribution of ‘school-link’ to an area mental health service, Australasian psychiatry : bulletin of Royal Australian and New Zealand College of Psychiatrists, 13, 399–402, 2005 [<a href="https://pubmed.ncbi.nlm.nih.gov/16403139" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 16403139</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population and intervention: Implemented at the school level. Not limited to disabled children and young people with severe complex needs</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Mannell, Jenevieve, Treating children’s mental health problems. Collaborative solutions for family physicians, Canadian family physician Medecin de famille canadien, 51, 1369–8, 2005 [<a href="https://pubmed.ncbi.nlm.nih.gov/16250423" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 16250423</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Commentary</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Marshall
|
|
Lydia, Leach
|
|
Thomas, Cornick
|
|
Peter, Children’s services omnibus: wave 1 research report, 70, 2017
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Study design and outcomes: No comparative data for outcomes of interest</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Martin, Gordon, Costello, Helen, Leese, Morven, Slade, Mike, Bouras, Nick, Higgins, Stephen, Holt, Geraldine, G.
|
|
Martin, H.
|
|
Costello
|
|
M.
|
|
Leese
|
|
M.
|
|
Slade
|
|
N.
|
|
Bouras
|
|
S.
|
|
Higgins, G.
|
|
Holt, An exploratory study of assertive community treatment for people with intellectual disability and psychiatric disorders: conceptual, clinical, and service issues, 49, 516–524, 2005 [<a href="https://pubmed.ncbi.nlm.nih.gov/15966959" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 15966959</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population: Includes adults with intellectual disability (mean age 45)</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Mayor, Susan, Service design. Putting research solutions to the test, The Health service journal, 123, 21–3, 2013 [<a href="https://pubmed.ncbi.nlm.nih.gov/24383188" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24383188</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of collaboration for leadership in applied health research and care</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
McCartney, E., Boyle, J., Ellis, S., Bannatyne, S., Turnbull, M., Indirect language therapy for children with persistent language impairment in mainstream primary schools: outcomes from a cohort intervention, International journal of language & communication disorders, 46, 74–82, 2011 [<a href="https://pubmed.ncbi.nlm.nih.gov/20337570" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 20337570</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population: Children with language impairment only</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
McConkey, Roy, Barr, Owen, Baxter, Rosario, Complex needs: the nursing response to children and young people with complex physical healthcare needs, 36p., 2007
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Narrative review and development of consensus recommendations</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
McGonnell, M., Corkum, P., McKinnon, M., MacPherson, M., Williams, T., Davidson, C., Jones, D. B., Stephenson, D., Doing it right: An interdisciplinary model for the diagnosis of ADHD, Journal of the Canadian Academy of Child and Adolescent Psychiatry, 18, 283–286, 2009 [<a href="/pmc/articles/PMC2765379/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC2765379</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/19881936" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19881936</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Study design: Qualitative and non-comparative survey</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
McKay, C. E., Osterman, R., Shaffer, J., Sawyer, E., Gerrard, E., Olivera, N., Adapting services to engage young adults in ICCD clubhouses, Psychiatric rehabilitation journal, 35, 181–188, 2012 [<a href="https://pubmed.ncbi.nlm.nih.gov/22246116" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22246116</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes: Descriptive characteristics of program participants and qualitative evaluation</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
McWilliam, R. A., The Routines-Based Model for supporting speech and language, Revista de Logopedia, Foniatria y Audiologia, 36, 178–184, 2016
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of model and description of needs. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Meadan, Hedda, Daczewitz, Marcus E., Internet-Based Intervention Training for Parents of Young Children with Disabilities: A Promising Service-Delivery Model, Early Child Development and Care, 185, 155–169, 2015
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: Increasing parental involvement in delivering care. Unclear what services were involved</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Michael, M., Daub, S., Brecht, J., Hutchison, S. L., Washington, L., Edelsohn, G. A., Adolescent Behavioral Health Home Plus: An Integrated Care Model, Journal of the American Academy of Child and Adolescent Psychiatry, 57, S190, 2018
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Conference abstract</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Miller, T. R., Elliott, T. R., McMaughan, D. M., Patnaik, A., Naiser, E., Dyer, J. A., Fournier, C. J., Hawes, C., Phillips, C. D., Personal care services provided to children with special health care needs (CSHCN) and their subsequent use of physician services, Disability and Health Journal, 6, 317–324, 2013 [<a href="https://pubmed.ncbi.nlm.nih.gov/24060254" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 24060254</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: Health services only</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Missiuna, C., Pollock, N., Campbell, W., Decola, C., Hecimovich, C., Sahagian Whalen, S., Siemon, J., Song, K., Gaines, R., Bennett, S., McCauley, D., Stewart, D., Cairney, J., Dix, L., Camden, C., Using an innovative model of service delivery to identify children who are struggling in school, British Journal of Occupational Therapy, 80, 145–154, 2017
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: Approach to screening school-aged children for motor coordination difficulties</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Missiuna, C., Pollock, N., Hecimovich, C., Bennett, S., Gaines, B. R., Camden, C., Partnering for change: Transforming health service delivery for children with developmental coordination disorder, Developmental Medicine and Child Neurology, 55, 50, 2013
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Conference abstract</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Moore, J. A., Karch, K., Sherina, V., Guiffre, A., Jee, S., Garfunkel, L. C., Practice procedures in models of primary care collaboration for children with ADHD, Families, systems & health : the journal of collaborative family healthcare, 36, 73–86, 2018 [<a href="https://pubmed.ncbi.nlm.nih.gov/29215904" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29215904</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: Collaboration within health services only</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Myers, K., Vander Stoep, A., Zhou, C., McCarty, C. A., Katon, W., Effectiveness of a telehealth service delivery model for treating attention-deficit/hyperactivity disorder: a community-based randomized controlled trial, Journal of the American Academy of Child & Adolescent Psychiatry, 54, 263–74, 2015 [<a href="/pmc/articles/PMC4406418/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC4406418</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/25791143" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 25791143</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: Health services only</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Nair, M. K. C., Chacko, D. S., Indira, M. S., Siju, K. E., George, B., Russell, P. S., A primary care approach for adolescent care and counseling services, Indian Journal of Pediatrics, 79, S79–S83, 2012 [<a href="https://pubmed.ncbi.nlm.nih.gov/21617908" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 21617908</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Non-OECD country: India</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
National Development Team For, Inclusion, Guide for commissioners of services for children and young people who challenge services, 28, 2017
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Guidance. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
National Development Team For, Inclusion, In, Control, Reviewing the commissioning of services for children and young people who challenge: end of project report, 26, 2016
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of local commissioning arrangement, qualitative experiences and examples of good practice. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
National Youth, Agency, A guide to commissioning outcomes for young people, 24, 2019
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Commissioning guidance. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Nicoll
|
|
Tricia, Making it personal: a provider guide to personalisation, personal budgets and education, health and care plans, 63, 2014
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Guidance. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Nicoll, Tricia, How to commission for personalisation: guidance for commissioners and others in children and young people–s services, 149, 2014
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Commissioning guidance. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Noam, G. G., Bernstein-Yamashiro, B., The role of a student support system and the clinical consultant, New Directions for Youth Development, 2013, 85–98, 2013 [<a href="https://pubmed.ncbi.nlm.nih.gov/23589209" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23589209</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Commentary</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Noell, G. H., Volz, J. R., Henderson, M. Y., Williams, K. L., Evaluating an integrated support model for increasing treatment plan implementation following consultation in schools, School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association, 32, 525–538, 2017 [<a href="https://pubmed.ncbi.nlm.nih.gov/28221053" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 28221053</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention/comparison: Different supervision models for teachers implementing treatment plans</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Osher, David M., Bruner, Cuban Dwyer Goode Hodges Huberman Jewett Johnson Kagan McGuire Melville Merton Miles Osher Osher Rothman Schulberg, Creating comprehensive and collaborative systems, Journal of Child and Family Studies, 11, 91–99, 2002
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Commentary</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Oxford Brookes University Institute of Public Care, Integrated services for children and young people with a disability in Conwy: a case study, 9, 2019
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of an integrated service. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Oxford Brookes University Institute of Public Care, The integrated service for children with additional needs (ISCAN) in Gwent: a case study, 8, 2019
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of a care coordination model. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Palfrey, J. S., Sofis, L. A., Davidson, E. J., Liu, J., Freeman, L., Ganz, M. L., The Pediatric Alliance for Coordinated Care: Evaluation of a Medical Home Model, Pediatrics, 113, 1507–1516, 2004 [<a href="https://pubmed.ncbi.nlm.nih.gov/15121919" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 15121919</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population: Children with special health care needs; unclear if they had needs in all three areas and less than half described as having severe needs</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Parker, G., et al, A systematic review of the costs and effectiveness of different models of paediatric home care, 118p., 2003 [<a href="https://pubmed.ncbi.nlm.nih.gov/12633528" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 12633528</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population: Very low birth weight babies or children with asthma, diabetes or mental health problems. Unlikely to have needs in all three areas</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Parsons, Stephen, A service perspective on ‘Evidence based pathways to intervention for children with Language Disorders’, International Journal of Language & Communication Disorders, 54, 24–25, 2019 [<a href="https://pubmed.ncbi.nlm.nih.gov/30600601" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 30600601</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Commentary</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Preparing For, Adulthood, PfA factsheet: the links between the Children and Families Act 2014 and the Care Act, 19, 2014
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Factsheet</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Raghavan, R., et al, A randomized controlled trial of a specialist liaison worker model for young people with intellectual disabilities with challenging behaviour and mental health needs, Journal of Applied Research in Intellectual Disabilities, 22, 256–263, 2009
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: Model does not include services working together</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Ratzon, Navah Z., Lahav, Orit, Cohen-Hamsi, Shifra, Metzger, Yehiela, Efraim, Daniela, Bart, Orit, Comparing different short-term service delivery methods of visual-motor treatment for first grade students in mainstream schools, Research in Developmental Disabilities, 30, 1168–76, 2009 [<a href="https://pubmed.ncbi.nlm.nih.gov/19394194" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19394194</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population: Children with visual-motor difficulties only (children were excluded if they had a number of other conditions)</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Reading, R., Marpole, S., Public health: Establishing an interagency equipment fund for children with disabilities, Archives of Disease in Childhood, 82, 188–91, 2000 [<a href="/pmc/articles/PMC1718267/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC1718267</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/10685916" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 10685916</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of the development of an interagency equipment fund. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Regulation,, Quality Improvement, Authority, A baseline assessment and review of community services for children with a disability, 56, 2013
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of services. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Revill, P., Ryan, P., McNamara, A., Normand, C., A cost and outcomes analysis of alternative models of care for young children with severe disabilities in Ireland, Alter, 7, 260–274, 2013
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: Health services only</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Roge, Bernadette, Meeting the needs of persons with autism: A regional network model, Special Issue: International priorities for developing autism services via the TEACCH Model-1, 29, 35–49, 2000
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Narrative review/overview of model</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Rowlandson, P. H., Smith, C., An interagency service delivery model for autistic spectrum disorders and attention deficit hyperactivity disorder, Child: care, health and development, 35, 681–690, 2009 [<a href="https://pubmed.ncbi.nlm.nih.gov/19320646" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 19320646</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes: Non-comparative.</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Ruble, L. A., McGrew, J. H., Toland, M., Dalrymple, N., Adams, M., Snell-Rood, C., Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder, Journal of Autism and Developmental Disorders, 48, 3586–3595, 2018 [<a href="https://pubmed.ncbi.nlm.nih.gov/29858713" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29858713</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: Education services only</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Ruble, Lisa A., McGrew, John H., Toland, Michael D., Dalrymple, Nancy J., Jung, Lee Ann, A randomized controlled trial of COMPASS web-based and face-to-face teacher coaching in autism, Journal of Consulting and Clinical Psychology, 81, 566–72, 2013 [<a href="/pmc/articles/PMC3744829/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC3744829</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/23438314" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 23438314</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: Education services only</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Shepley, C., Grisham-Brown, J., Multi-tiered systems of support for preschool-aged children: A review and meta-analysis, Early Childhood Research Quarterly, 47, 296–308, 2019
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population and intervention: Educational interventions. Not limited to disabled children and young people with severe complex needs</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Simpson, Wendy, Brown, Carolyn, Nisbet, Nara, Metcalfe, Ruth, Claisse, Zoe, Watson, Lorna, A new model of autism spectrum disorder assessment and diagnosis by multiagency community-based teams in primary schools, Child & Adolescent Mental Health, 18, 187–190, 2013 [<a href="https://pubmed.ncbi.nlm.nih.gov/32847256" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 32847256</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Outcomes: non-comparative study evaluating acceptability of a service</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Singhal, S., Lim, H. H., Chua, A. K., Daniel, L. M., Lim, S. B., Improving access and quality of diagnostic services in a developmental and behavioural service for pre-school children-the triage-track model, Archives of Disease in Childhood, 100, A190, 2015
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Conference abstract</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Social Care Institute For, Excellence, Models of care and care pathways to support mental health and wellbeing of looked after children: Findings of call for evidence, 63, 2017
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population: All looked after children. Data not presented separated for disabled children with severe complex needs</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Spencer, A. E., Platt, R. E., Bettencourt, A. F., Serhal, E., Burkey, M. D., Sikov, J., Vidal, C., Stratton, J., Polk, S., Jain, S., Wissow, L., Implementation of Off-Site Integrated Care for Children: A Scoping Review, Harvard Review of Psychiatry, 27, 342–353, 2019 [<a href="/pmc/articles/PMC7374937/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC7374937</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/31714465" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 31714465</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: Integrated care within health services only</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Spring, Consortium, Great Britain Department for Education, Creating the conditions for innovation in children’s social care: innovations insights from children’s social care, 1, 2017
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Examples of innovative practice. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Stalker
|
|
Kirsten, Moscardini
|
|
Lio, A critical review and analysis of current research and policy relating to disabled children and young people in Scotland: a report to Scotland’s Commissioner for Children and Young People, 65, 2013
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Narrative review of qualitative studies/policy</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Street, Cathy, Youth Access: Making Tracks Project (MtP) - final report, 2011
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population: Primarily mental health problems. Only 13% had a learning disability and 4% had a physical disability</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Sultan, Meshal A., Pastrana, Carlos S., Pajer, Kathleen A., Shared Care Models in the Treatment of Pediatric Attention-Deficit/Hyperactivity Disorder (ADHD): Are They Effective?, Health services research and managerial epidemiology, 5, 2333392818762886, 2018 [<a href="/pmc/articles/PMC5882038/" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pmc">PMC free article<span class="bk_prnt">: PMC5882038</span></a>] [<a href="https://pubmed.ncbi.nlm.nih.gov/29623286" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 29623286</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: review of collaboration between primary care providers and mental health services.</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Tuominen, T., Harju, M., Oksman, E., Hujala, A., Co-designing integrated care for high-needs clients: the Help Team for school-aged children, JOURNAL OF INTEGRATED CARE, 27, 123–130, 2019
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of integrated service. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Turner
|
|
Sue, Giraud-Saunders
|
|
Alison, Personal health budgets: including people with learning disabilities, 44, 2014
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Overview of good practice examples of including people with learning disabilities in personal budgets. No data on effectiveness</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Valado, T., Tracey, J., Goldfinger, J., Briggs, R., HealthySteps: Transforming the promise of pediatric care, Future of Children, 29, 99–122, 2019
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: expert review of Healthy Steps early health screening intervention.</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
von der Embse, N., Brown, A., Fortain, J., Facilitating inclusion by reducing problem behaviors for students with autism spectrum disorders, Intervention in School and Clinic, 47, 22–30, 2011
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: expert review</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Watson, D., Townsley, R., Abbott, D., Exploring multi-agency working in services to disabled children with complex healthcare needs and their families, Journal of Clinical Nursing, 11, 367–75, 2002 [<a href="https://pubmed.ncbi.nlm.nih.gov/12010534" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 12010534</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: expert review</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Weatherill
|
|
Pamela, Bahn
|
|
Susanne, Cooper
|
|
Trudi, Bespoke program design for school-aged therapy disability service delivery, Journal of Social Work in Disability and Rehabilitation, 11, 166–183, 2012 [<a href="https://pubmed.ncbi.nlm.nih.gov/22900738" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 22900738</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: qualitative</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Wheatley, Helen, Pathways to success: good practice guide for children’s services in the development of services for disabled children - evidence from pathfinder children’s trusts, 2006
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: narrative good practice guide for children’s trusts</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Wilkinson, Lee A., An evaluation of conjoint behavioral consultation as a model for supporting students with emotional and behavioral difficulties in mainstream classrooms, Emotional and Behavioural Difficulties, 10, 79–93, 2005
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: not joint education, health and social care working</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Williams, Dusti, Children’s special services--providing services to families and children with special healthcare needs, Tennessee medicine : journal of the Tennessee Medical Association, 97, 43, 2004 [<a href="https://pubmed.ncbi.nlm.nih.gov/14968689" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 14968689</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Publication type: Service advertisement</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Window, Suzanne, Anderson, Lisa, Vostanis, Panos, A multi-agency service for child behavioural problems, Community Practitioner, 77, 180–184, 2004
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population: Children with behavioural problems. No mention of complexity or severity so may not have needs in all three areas</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Wise, P. H., Huffman, L. C., Brat, G., A critical analysis of care coordination strategies for children with special health care needs, Title to be Checked, 36, 2007 [<a href="https://pubmed.ncbi.nlm.nih.gov/20734510" ref="pagearea=body&targetsite=entrez&targetcat=link&targettype=pubmed">PubMed<span class="bk_prnt">: 20734510</span></a>]
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Intervention: Coordination within health services only</td></tr><tr><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_1" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">
|
|
Zanglis, Iris, Furlong, Michael J., Casas, J. Manuel, Achenbach, Adelman Adelman Coutinho Damery Duncan Forness Forness Hodges Hodges Maag Mattison Oswald Quinn Robertson Rosenblatt Rosenblatt Stroul Walrath Wood Wood, Case study of a community mental health collaborative: Impact on identification of youths with emotional or behavioral disorders, Behavioral Disorders, 25, 359–371, 2000
|
|
</td><td headers="hd_h_niceng213er14.appj.tab1_1_1_1_2" rowspan="1" colspan="1" style="text-align:left;vertical-align:top;">Population: Children with emotional or behavioural problems. No mention of complexity or severity so may not have needs in all three areas</td></tr></tbody></table></div><div class="tblwrap-foot"><div><dl class="temp-labeled-list small"><dl class="bkr_refwrap"><dt></dt><dd><div><p class="no_margin">ADHD: attention deficit hyperactivity disorder; OECD: Organisation for Economic Co-operation and Development Literature search and study selection undertaken for this review and the review of meeting health, social care and education needs simultaneously. Therefore, studies listed in this table are those that are excluded from both reviews</p></div></dd></dl></dl></div></div></div></article></div><div id="jr-scripts"><script src="/corehtml/pmc/jatsreader/ptpmc_3.22/js/libs.min.js"> </script><script src="/corehtml/pmc/jatsreader/ptpmc_3.22/js/jr.min.js"> </script></div></div>
|
|
|
|
|
|
|
|
|
|
<!-- Book content -->
|
|
|
|
<script type="text/javascript" src="/portal/portal3rc.fcgi/rlib/js/InstrumentNCBIBaseJS/InstrumentPageStarterJS.js"> </script>
|
|
|
|
|
|
<!-- CE8B5AF87C7FFCB1_0191SID /projects/books/PBooks@9.11 portal107 v4.1.r689238 Tue, Oct 22 2024 16:10:51 -->
|
|
<span id="portal-csrf-token" style="display:none" data-token="CE8B5AF87C7FFCB1_0191SID"></span>
|
|
|
|
<script type="text/javascript" src="//static.pubmed.gov/portal/portal3rc.fcgi/4216699/js/3968615.js" snapshot="books"></script></body>
|
|
</html>
|