Date of Award
Communication Sciences and Disorders
Purpose: The purpose of the present study was to compare two models of service delivery for early intervention in Mississippi from a health care sector perspective: (1) face-to-face therapy in the home environment and (2) a hybrid model (i.e., telepractice and face-to-face therapy in the home environment), in order to compare costs and determine the most cost-effective service delivery of early intervention.
Methods: Children (n = 10) were recruited and determined to qualify for early intervention services through the Mississippi First Steps Early Intervention program. One early intervention provider, a certified SLP, from the northern health region provided early intervention services. After early intervention services were completed for a total of 20 sessions per participant, a cost-effective analysis was executed. The RITLS was used during the initial evaluation and following the completion of the 20th session to assess and compare the effectiveness, and costs were measured using a researcher-developed reporting form.
Results: Total cost for face-to-face service delivery of early intervention was $5,778.32, while total cost for hybrid service delivery of early intervention was $5,129.89. The cost-effectiveness ratio of face-to-face service delivery of early intervention was $304.12 per developmental functioning level reached, while the cost-effectiveness ratio of hybrid service delivery of early intervention was $320.62 per developmental functioning level reached.
Conclusion: The results indicate that the utilization of telepractice equipment through the hybrid model of early intervention provides cost-minimizations; however, face-to-face service delivery was 10% more effective than hybrid service delivery. Cost-effectiveness ratios indicate face-to-face delivery is the most cost-effective service delivery model of early intervention services.
Harper, Claire, "Early Intervention Service Delivery Models in Mississippi: A Cost-Effectiveness Analysis" (2021). Honors Theses. 1731.
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