Welcome to the training on Culturally Effective Health Care provided by the Texas Health and Human Services Commission (HHSC) and the Texas Department of State Health Services (DSHS).
The goal of this module is to equip Texas Health Steps providers and others to employ best practices and professional ethics to serve the health-care needs of culturally diverse children and adolescents and their families, as well as to meet legal requirements for confidentiality, informed consent, and language assistance to families who are not proficient in English.
Texas Health Steps providers and other interested health-care professionals.
Specific Learning Objectives
After completing the activities of this module, you will be able to:
- Assess how culturally effective practices can affect health-care services and health outcomes in diverse populations.
- Employ professional ethics to determine how to make your clinical practice more culturally effective.
- Apply legal requirements related to confidentiality, informed consent, and language assistance services for patients and families who are not proficient in English.
Please note this module expires on 3/24/2023.
This module was released on 3/24/2020.
Continuing Medical Education (Ethics Accredited)
The Texas Department of State Health Services, Continuing Education Service is accredited by the Texas Medical Association to provide continuing medical education for physicians.
The Texas Department of State Health Services, Continuing Education Service designates this enduring material for a maximum of 1.00 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
This course has been designated by The Texas Department of State Health Services, Continuing Education Service for 1.00 credit(s) of education in medical ethics and/or professional responsibility.
Continuing Nursing Education
The Texas Department of State Health Services, Continuing Education Service is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation. The Texas Department of State Health Services, Continuing Education Service has awarded 1.00 contact hour(s) of Continuing Nursing Education.
Social Workers (Ethics Accredited)
The Texas Department of State Health Services, Continuing Education Service under sponsor number CS3065 has been approved by the Texas State Board of Social Worker Examiners to offer continuing education contact hours to social workers. The approved status of The Texas Department of State Health Services, Continuing Education Service expires annually on December 31. The Texas Department of State Health Services, Continuing Education Service has awarded 1.00 contact hour(s) of Continuing Social Work Education.
This course has been designated by The Texas Department of State Health Services for 1.00 contact hours of education in professional ethics and social work values.
Certified Health Education Specialists
Sponsored by The Texas Department of State Health Services, Continuing Education Service, a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES) and/or Master Certified Health Education Specialists (MCHES) to receive up to 1.00 total entry-level Category I contact education contact hours.
Licensed Marriage and Family Therapists (Ethics Accredited)
The Texas Department of State Health Services, Continuing Education Service is an approved provider (#466) by the Texas State Board of Examiners of Marriage and Family Therapists to offer continuing education contact hours to Licensed Marriage and Family Therapists. The Texas Department of State Health Services, Continuing Education Service has awarded 1.00 contact hour(s) for Licensed Marriage and Family Therapists and 1.00 contact hour(s) in professional ethics for Licensed Marriage and Family Therapists.
Licensed Professional Counselors (Ethics Accredited)
The Texas Department of State Health Services, Continuing Education Service is an approved provider (#690) by the Texas State Board of Examiners of Professional Counselors to offer continuing education contact hours to Licensed Professional Counselors. The Texas Department of State Health Services, Continuing Education Service has awarded 1.00 contact hour(s) for Licensed Professional Counselors and 1.00 contact hour(s) in professional ethics for Licensed Professional Counselors.
Certificate of Attendance
The Texas Department of State Health Services, Continuing Education Service has designated 1.00 hour(s) for attendance.
Certified Community Health Worker
The Texas Department of State Health Services, Promotor(a)/Community Health Worker Training and Certification Program has certified this course for 1.00 contact hour(s) of continuing education for Certified Community Health Workers and Community Health Worker Instructors.
One of the requirements of continuing education is disclosure of the following information to the learner:
- Notice of requirements for successful completion of continuing education activity. To receive continuing education credit the learner must successfully complete the following activities:
- Create a Texas Health Steps account.
- Complete on-line registration process.
- Thoroughly read the content of the module.
- Complete the on-line examination.
- Complete the evaluation.
- Commercial Support.
The THSTEPS Web-based Continuing Education Series has received no commercial support.
- Disclosure of Relevant Financial Relationships.
The THSTEPS Continuing Education Planning Committee has the following relevant financial relationships to disclose:
- May Lau - Physician - American Academy of Pediatrics CATCH grant, Texas Pediatric Foundation grant.
- May Lau - Physician - Gilead stockholder.
- May Lau - Physician - Speaker for Texas Pediatric Society.
- May Lau - Physician - Merck Speaker's Bureau for Nexplanon.
- Non-Endorsement Statement.
Accredited status does not imply endorsement of any commercial products or services by the Department of State Health Services, Continuing Education Service; Texas Medical Association; or American Nurse Credentialing Center.
- Off-Label Use.
Using a disclosure review process, the THSTEPS Continuing Education Planning Committee has examined documents and has concluded that the authors of these modules have not included content that discusses off-label use (use of products for a purpose other than that for which they were approved by the Food and Drug Administration).
The following are policies and definitions of terms related to continuing education disclosure:
The intent of disclosure is to allow Department of State Health Services (DSHS) Continuing Education Service the opportunity to resolve any potential conflicts of interest to assure balance, independence, objectivity and scientific rigor in all of its Continuing Education activities.
All faculty, planners, speakers and authors of Department of State Health Services (DSHS) Continuing Education Service sponsored activities are expected to disclose to the Department of State Health Services (DSHS) Continuing Education Service any relevant financial, relationships with any commercial or personal interest that produces health care goods or services concerned with the content of an educational presentation. Faculty, planners, speakers and authors must also disclose where there are any other potentially biasing relationships of a professional or personal nature.
Glossary of Terms
Conflict of Interest: Circumstances create a conflict of interest when an individual has an opportunity to affect Continuing Education content about products or services of a commercial interest with which she/he has a financial relationship or where there are any other potentially biasing relationships of a professional or personal nature.
Commercial Interest: Any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients.
Financial Relationships: Those relationships in which the individual benefits by receiving a salary, royalty, intellectual property rights, consulting fee, honoraria, ownership interest (e.g., stocks, stock options or other ownership interest, excluding diversified mutual funds), or other financial benefit. Financial benefits are usually associated with roles such as employment, management position, independent contractor (including contracted research), consulting, teaching, membership on advisory committees or review panels, board membership, and other activities for which remuneration is received or expected. Relevant financial relationships would include those within the past 12 months of the person involved in the activity and a spouse or partner. Relevant financial relationships of your spouse or partner are those of which you are aware at the time of this disclosure.
Off Label: Using products for a purpose other that that for which it was approved by the Food and Drug Administration (FDA).
1. Culturally Effective Health Care Checklists
Download the Georgetown University National Center for Cultural Competence self-assessment checklists, designed for health-care providers and office and patient support staff.
2. General Resources
Culturally Effective Health Care
- American Academy of Pediatrics (AAP) Policy Statement on providing culturally effective pediatric care.
- Cultural Competence in Clinician Communication from Pediatrics in Review.
- Ethics for the Pediatrician in providing culturally effective health care, from Pediatrics in Review.
- Human Rights Campaign. (2019). Healthcare Equality Index.
- Vanderbilt University Medical Center. (2019). Trans Buddy Program.
- Think Cultural Health, an initiative of the U.S. Department of Health and Human Services’ Office of Minority Health.
- Family-Centered Medical Home from the AAP.
3. Professional Guidelines for Improving Culturally Effective Health Care
Many professions have standards or guidelines for how to deliver health care. Choose any of the links below to become more familiar with the most up-to-date guidelines for serving diverse children, adolescents, and their families.
- Addressing Disparities through Dental-Medical Collaborations, Part 1. The Role of Cultural Competency in Health Disparities: Training of Primary Care Medical Practitioners in Children’s Oral Health.
- A Physician’s Practical Guide to Culturally Competent Care from the U.S. Department of Health and Human Services (HHS).
- Cultural Competency: Dentistry and Medicine Learning from One Another.
- Culturally Competent Nursing Care: A Cornerstone of Caring.
- Cultural Competency in Nursing Education from the American Association of Colleges of Nursing.
- Standards and Indicators for Cultural Competence in Social Work Practice from the National Association of Social Workers.
4. Specific Health-Care Contexts
- Food Insecurity. The 2-question Hunger Vital Sign Screen.
- Housing Instability. The 3-question Housing Instability Measures Regarding Housing Circumstances.
- Sandel, M., Sheward, R., Ettinger de Cuba, S., Coleman, S. M., Frank, D. A., Chilton, M., & Cutts, D. (2018). Unstable Housing and Caregiver and Child Health in Renter Families. Pediatrics, 141(2): e20172199.
- Texas Health Steps, age-specific medical checkup forms, guidelines, screenings, growth charts, and other materials.
- U.S. HHS, Office of Minority Resource Center.
- U.S. HHS, Health Resources and Services Administration: Culture, Language and Health Literacy.
- Culturally and Linguistically Appropriate Standards from HHS.
- Effective Communication in Hospitals from HHS.
- Indicators of Cultural Competence in Health Care Delivery Organizations: An Organizational Cultural Competence Assessment Profile from HHS.
- Management Sciences for Health, The Provider’s Guide to Quality and Culture, from HHS.
- U.S. HHS, Office of Minority Health, Cultural Competency. Executive Summary: A Patient-Centered Guide to Implementing Language Access Services in Healthcare Organizations
- Developing Culturally effective Health Care in Disaster Mental Health Programs: Guiding Principles and Recommendations from the National Mental Health Information Center.
- American Academy of Pediatrics. (2019). Engaging Patients and Families: Interpreter Services, from the Culturally Effective Care Toolkit, Chapter 5.
- Health Care Interpreter Network.
- Interpreters in Mental Health.
- Working with an Interpreter: A Guide for Health Care Professionals, from Massachusetts General Hospital.
5. Specific Populations
The following links provide additional information about the health, health-care delivery needs, and preferences of specific populations. Some of the listed resources include links to an online translator. Note that for translating medical, oral health, and other information to the patient, this resource should never be used as a substitute for a professional interpreter.
- Adolescents: Adolescent Health: A Guide for Providers.
- African Americans: NursingWorld.org, Race Consciousness and the Health of African Americans.
- American Indians: U.S. National Library of Medicine, American Indian Health.
- Asian Americans: Temple University Center for Asian Health.
- Child and Adolescent Mental Health: University of Texas at Austin, Texas Institute for Excellence in Mental Health.
Deaf and Hard of Hearing:
- Deaf Culture: University of Texas at Dallas Callier Center Topic Card 9: On Being Deaf — A Cultural View in the “Texas Connect” Guide.
- National Association of the Deaf position statement on Health Care Access for Deaf Patients.
Immigrants: AAP Immigrant Child Health Toolkit.
Health Care for Lesbians and Bisexual Women. (2018). From the Committee on Health Care for Underserved Women of the American College of Obstetricians and Gynecologists (ACOG).
- Guidelines for the Care of Lesbian, Gay, Bisexual, and Transgender Patients, from the Gay and Lesbian Medical Association.
- LGBT Behavioral Health Equity.
- Office-based Care for Lesbian, Gay, Bisexual, Transgender, and Questioning Youth: AAP policy statement and AAP technical report.
Persons with Disabilities: University of Kansas Beach Center on Disability.
Seasonal and Migrant Farmworkers: National Center for Farmworker Health, Inc.
6. Health Literacy Resources
- AAP Culturally Effective Care Toolkit.
- Centers for Disease Control and Prevention. Understanding Health Literacy.
- Fact Sheet on Guidance to Federal Financial Assistance Recipients Regarding Title VI Prohibition Against National Origin Discrimination Affecting Limited English Proficient Persons from HHS.
- Health Literacy: A Prescription to End Confusion from the Institute of Medicine of the National Academies.
- Speaking of Health–Assessing Health Communication Strategies for Diverse Populations from the Institute of Medicine of the National Academies.
7. Cultural Competency Requirements Under Federal and State Law
8. Informed Consent
- A Practical Guide to Informed Consent from TempleHealth.org.
- Risk Management from the Texas Medical Liability Trust.
9. Motivational Interviewing
- Motivational Interviewing from the AAP.
Be a Prepared Patient. The Center for Advancing Health website offers resources to help patients communicate with health-care providers, understand medical checkups, prescriptions, medical tests, and other subjects.
Speak Up. The Joint Commission offers bilingual Speak Up materials to help patients and families understand the health-care process. Videos for children are also included.
Deaf or Hard-of-Hearing: Tips for Working with Your Doctor, from the American Academy of Family Physicians.
How to Talk with the Doctor, a bilingual tip sheet from the Centers for Disease Control and Prevention.
- Agency for Healthcare Research and Quality (HHS). (2015). Health Literacy Universal Precautions Toolkit, 2nd Edition.
- American Academy of Pediatrics. (2015). Policy Statement: Enhancing pediatric workforce diversity and providing culturally effective pediatric care: implications for practice, education, and policy making. Pediatrics, 132(4):1105-1116.
- American Academy of Pediatrics. (2013). Policy Statement: Office-based care for lesbian, gay, bisexual, transgender, and questioning youth. Pediatrics. 132(1):198-203.
- American Academy of Pediatrics, Committee on Bioethics. (2011). Policy Statement: Informed consent, parental permission, and assent in pediatric practice. Pediatrics, 95(2):314-317.
- American Academy of Pediatrics. (2008). Policy Statement: The Medical Home. Pediatrics, 110:184–186.
- American Academy of Pediatrics. (2007). Policy Statement: Contraception and Adolescence. Pediatrics, 120(5):e1135-e1148.
- American Academy of Pediatric Dentistry. (2018). Oral Health Policies & Recommendations (The Reference Manual of Pediatric Dentistry), 40(6):18-19, p. 12.
- American College of Physicians. (2012). Ethics Manual, Sixth Edition.
- American Dental Association. (n.d.) Principals of Ethics and Code of Conduct.
- American Medical Association. (n.d.) Physician Exercise of Conscience. Code of Medical Ethics.
- American Psychological Association. (2018). APA Dictionary of Psychology.
- Berlin, E. A., & Fowkes, W. C., Jr. (1983). A teaching framework for cross-cultural health care. Western Journal of Medicine, 139:934-938.
- Betancourt, J. R. (2006). Cultural competence and medical education: many names, many perspectives, one goal. Academic Medicine, 81(6):499-501.
- Brakman, A., Ellsworth, T. R., & Gold, M. (2015). Gay, lesbian, and bisexual youth grouped, show increased risk for unintended pregnancy. AHC Media.
- Campinha-Bacote, J. (2011). Delivering Patient-Centered Care in the Midst of a Cultural Conflict: The Role of Cultural Competence. OJIN: The Online Journal of Issues in Nursing, 16(2) Manuscript 5, May 31.
- Carrese, J., Malek, J., Watson, K., Lehmann, L. S., Green, M. J., McCullough, L. B, . . . Doukas, D. J. (2015). The Essential Role of Medical Ethics Education in Achieving Professionalism: The Romanell Report. Academic Medicine, 90(6).
- Centers for Disease Control and Prevention. (2019). Transgender Identity and Experiences of Violence Victimization, Substance Use, Suicide Risk, and Sexual Risk Behaviors Among High School Students—19 States and Large Urban School Districts, 2017. MMWR Morbidity and Mortality Weekly Report, 68:67-71.
- Centers for Disease Control and Prevention. (2014). Practical Strategies for Culturally Competent Evaluation.
- Derrington, S. F., Paquette, E., & Johnson, K. A. (2018). Cross-cultural Interactions and Shared Decision-making. Pediatrics, 142(Supplement 3):S187-S192.
- Eddey, G. E. & Robey, K. L. (2005). Considering the culture of disability in cultural competence education. Academic Medicine, 80(7):706-712.
- Equality Texas. (2019). Texas State of Equality Report.
- Frieden, J. (2019). Want Your Practice to Be Seen as LGBTQ-Inclusive? Drop Some Clues. MedPage Today, October 14.
- Gattamorta, K. A., Salerno, J. P., & Castro, A. J. (2019). Intersectionality and Health Behaviors Among US High School Students: Examining Race/Ethnicity, Sexual Identity, and Sex. Journal of School Health. 89(10):800-808.
- Georgetown University, Health Policy Institute. (n.d.). Cultural Competence in Health Care: Is it important for people with chronic conditions?
- Hancock, T. U. (2005). Culturally effective health care in the assessment of poor Mexican families in the rural southeastern United States. Child Welfare, 84(5):689-711.
- Hersh, L., Salzman, B., & Snyderman, D. (2015). Health Literacy in Primary Care Practice. American Family Physician, 92(2):118-24.
- Jackson, R. (2006). Parental Health Literacy and Children’s Dental Health: Implications for the Future. Pediatric Dentistry, 28(1).
- Jecker, N. S., Carrese, J. A., & Pearlman, R. A. (1995). Caring for patients in cross-cultural settings. Hastings Center Report, 25(1):6-14.
- Johns Hopkins Medicine. (2017). Physicians Vastly Underestimate Patients’ Willingness to Share Sexual Orientation, Study Finds. (news release)
- The Joint Commission and the California Endowment. (2011). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care for the Lesbian, Gay, Bisexual, and Transgender (LGBT) Community: A Field Guide.
- Juckett, G. (2005). Cross-cultural medicine. American Family Physician, 72(11): 2267-2274.
- Kesselheim, J. C., Johnson, J., & Joffe, S. (2008). Pediatricians’ Reports of Their Education in Ethics. Archives of Pediatric & Adolescent Medicine, 162(4):368-373.
- Kleiman, S. (2006). Discovering cultural aspects of nurse-patient relationships. Journal of Cultural Diversity, 13(2):83-86.
- Kodjo, C. (2009). Cultural Competence in Clinician Communication. Pediatrics in Review, 30(2):57-e64.
- Kuo, D. Z, & Turchi, R. M. (2010). Best practices: Kids with special healthcare needs. Contemporary Pediatrics, Aug. 1.
- Levin, S., Like, R., & Gottlieb, J. (2000). ETHNIC: A framework for culturally competent clinical practice. In Appendix: Useful Clinical Interviewing Mnemonics. Patient Care, 34(9):188-189.
- Lipson, J., & Dibble, S. (2005). Culture & Clinical Care. School of Nursing Press, University of California, San Francisco. (textbook for purchase online.)
- National LGBT Health Education Center, A Program of the Fenway Institute. (2016). Understanding the Health Needs of LGBT People.
- Nielson-Bohlman, L., Panzer, A. M., Hamlin, B., & Kindig, D. A. (2004). Health Literacy: A Prescription to End Confusion. Institute of Medicine of the National Academies.
- Perkins, H. S. (2006). Ethics Expertise and Cultural Competence. AMA Journal of Ethics, Virtual Mentor, 8(2):79-83.
- Scandurra, C., Mezza, F., Maldonato, N. M., Bottone, M., Bochicchio, V., Valerio, P., & Vitelli, R. (2019). Health of Non-binary and Genderqueer People: A Systematic Review. Frontiers in Psychology, 01453.
- Schiavo, J. H. (2011). “Oral Health Literacy in the Dental Office: The Unrecognized Patient Risk Factor.” Journal of Dental Hygiene, 85(4):248-255.
- Spring Institute for Intercultural Learning. (2019). “The Role of Cultural Competence on Delivering Patient-Centered Care.”
- Texas Demographic Center. (2018). TDC Estimates Download Tool (for state population).
- Texas Department of State Health Services, Health Professions Resource Center. (2018). Texas Projections of Supply and Demand for Primary Care Physicians and Psychiatrists, 2017 – 2030.
- Texas Health and Human Services Commission. (n.d.). Children with Special Health Care Needs (CSHCN) Services Program.
- Texas Health and Human Services Commission. (n.d.). Disability Etiquette.
- Texas Health and Human Services Commission. (n.d.). Office for the Elimination of Health Disparities.
- The Texas Tribune. (2015). Interactive: Demographics of State Doctors, Health Care Professionals.
- Thornton, R. G. (2000). Informed Consent. Baylor University Medical Center, Proceedings.
- U.S. Census Bureau. (2015). Selected Social Characteristics in the United States.
- Migration Policy Institute. (2019). State Immigration Data Profiles: Texas.
- U.S. Department of Health and Human Services, Office of Minority Health. (n.d.). Think Cultural Health.
- U.S. National Library of Medicine. (2014). What is Informed Consent.
- Health Literacy Coalition of Central Texas. (2014).
- Voices of Transgender Adolescents in Healthcare (video). (2015). University of Michigan Health System Adolescent Health Initiative.
The medical definitions in this module were obtained or adapted from American Academy of Pediatrics, American Academy of Pediatric Dentistry, American Psychological Association, Centers for Medicare and Medicaid Services, Human Rights Campaign, Independent Living Institute, Johns Hopkins Medicine, Mayo Clinic, and Syracuse University.
Building a Comprehensive and Effective Medical Home
Learn how and why to create and sustain a medical home in your primary care practice.
Texas Health Steps Guidance
Texas Health Steps Guidance
Anticipatory guidance—age-appropriate education and counseling—is a required component of every Texas Health Steps preventive medical and dental checkup. Texas Health Steps offers age-appropriate education and counseling topics so providers can assist patients, families, and caregivers to understand growth, development, and healthy practices. Texas Health Steps recommends that health-care providers personalize anticipatory guidance depending on the needs of their patients. Anticipatory guidance topics should be individualized and prioritized based on questions and concerns of the child or adolescent and their parent or guardian. Specific guidance should also be based on findings obtained during the health history and physical exam.
Texas Health Steps offers Anticipatory Guidance-A Guide for Providers, which includes guidance topics for every age group birth through 20 years. It mirrors anticipatory guidance topics included on the Texas Health Steps Child Health Clinical Record Forms.
Families and caregivers of children with chronic medical conditions face complex challenges and extended stress. Providing long-term care for a child with a disability or chronic illness can take a physical, emotional, and financial toll. It also requires a time commitment that can be difficult to achieve.
As a pediatric health-care provider, you “have a responsibility to recognize caregiver burden (Adelman, Tmanova, Delgado, Dion & Lachs, 2014). Research has shown that caregivers are at increased risk for depression, anxiety, and other negative health effects of what can be a crushing responsibility. At each pediatric checkup, make it part of your routine to inquire whether family or caregivers have questions or concerns about their roles, their own health, or navigating the health-care system.
The health of your young patients and the health of their caregivers are interwoven.
Caregivers who feel overwhelmed may not be able to provide appropriate care for a child in need. You must be alert to outcries for help or signs of health problems related to caregiving, including loss of sleep and diet imbalance. Open communication allows you to be a sounding board for caregivers who are struggling with their duties. At the same time, be on the watch for signs of fatigue or stress in caregivers who try to project an “all’s well” attitude even when they are having problems.
Your role includes providing practical counseling about stress and offering resources designed to help families and caregivers cope.
Top 10 Caregiver Coping Skills
Sharing this Top Ten list of coping skills can help caregivers learn strategies that may reduce stress:
- Understand your feelings.
- Express your emotions.
- Educate yourself about your child’s illness or condition.
- Keep communications open.
- Talk to other parents.
- Focus on the strengths and goals that are achievable.
- Believe in your child.
- Establish routines.
- Maintain your sense of humor! There is no co-pay for laughter!!
- Remember that taking care of yourself is caring for your family.
Source: Parent to Parent of New York State
Resources to share with families and caregivers
Aging and Disability Resource Centers (ADRCs) operated by Texas Health and Human Services (Texas HHS). The centers are welcoming and offer information about state and federal health benefits as well as local programs and services. The trained staff can connect caregivers with services such as home care, meals, transportation, legal help, attendant care, respite support, and housing. Visit the ADRC website for a list of resource center locations in Texas.
Family Support Services, a program to help families care for children with special health-care needs at home. Services are provided by the Children with Special Health Care Needs (CSHCN) Services Program, a branch of the Texas Department of State Health Services.
Navigate Life Texas, a multilingual website created by parents for parents of children with disabilities and special health-care needs. This unique site offers comprehensive, relevant, and reliable information for families, professionals, advocates, and anyone working with children who have disabilities and their families. Sponsored by the Texas Interagency Task Force on Children with Special Needs.
Take Time Texas, a website offered by Texas HHS that includes a state inventory of respite services.
Texas Parent to Parent offers peer support for parents of children with special health-care needs.
All Medicaid managed care organizations (MCOs) provide case management services (called service management for STAR members with special health-care needs). In the other Medicaid managed care programs, everyone gets some level of case management. Patients should first be referred to the plan’s service coordinator and then referred to Case Management for Children and Pregnant Women if patient needs cannot be met by the plan’s services. Health plans are also required to make appropriate referrals to case management services.
For patients enrolled in STAR Medicaid, STAR Health, or Fee-For-Service (FFS) Medicaid, providers can make a referral by one of these methods:
- Calling 877-847-8377 (877-THSteps).
- Contacting a case manager (“Find a Case Manager” web page accessed from the Resources for this module).
- Submitting the Case Management Referral Form (the form is also accessed from Resources).
For patients enrolled in STAR Kids:
- Health Plan service coordinators and others can refer by submitting the STAR Kids Case Management Request Form (the form is also accessed from Resources).
Early Childhood Intervention (ECI) is a statewide program for families with children birth through 35 months who have disabilities and developmental delays. All health-care providers are required by federal and state regulations to refer children 35 months and younger to the local ECI program as soon as possible but no later than seven days after the suspicion or identification of a developmental delay.
To qualify for ECI services, a child must have:
- A qualifying medically diagnosed condition that has a high probability of resulting in a developmental delay. For more information, visit the ECI Qualifying Diagnosis Search web page.
- An auditory or visual impairment as defined by the Texas Education Agency (TEA) rule at 10 TAC Section 89.1040.
- A documented delay of at least 25 percent in one or more of the following areas of skills and development: gross motor, communication, cognition, fine motor, social, emotional, or self-help. Or, a documented delay of at least 33 percent when the delay occurs only in expressive language.
- A qualitative determination of delay, as indicated by responses or patterns that are disordered or qualitatively different from what is expected for the child’s age.
To refer a child, providers should use the ECI Provider Referral and Feedback form. The form, which requires a parent or guardian signature, helps ensure that ECI’s evaluation results and service plan are shared with the referring provider.
To refer families for services, providers can call the local ECI program.
Texas Health Steps requires that all federal- and state-mandated checkup components be documented in the medical record in order for the checkup to be considered complete and to qualify for provider reimbursement. Any checkup component that is not completed must be noted in the medical record, along with the reason it was not completed and a plan to complete it. The medical record must also contain documentation of all screening tools used, screening results, and referrals. Texas Health Steps child health clinical record forms are optional but are recommended to assist providers with documentation of all required checkup components. Providers should be aware that Texas Health Steps checkups are subject to retrospective review and recoupment if the medical record does not include all required documentation.
A medical home is the patient’s primary point of contact when accessing health care. The medical home concept was developed by the American Academy of Pediatrics (AAP) and is promoted by Texas Health Steps. A medical home is defined as one in which care is accessible, family-centered, continuous, comprehensive, compassionate, coordinated, and culturally effective. It is a partnership between a child, the family or caregiver, and the child’s primary health-care setting. The primary health-care setting can be a physician’s office, a hospital outpatient clinic, a school health center, a community health center, or a health department clinic.
Providers who need assistance finding a specialist or subspecialist who accepts patients enrolled in Medicaid can find a specialist or subspecialist by using the Texas Medicaid & Healthcare Partnership (TMHP) Online Provider Lookup or by calling the Texas Health Steps toll-free help line for providers at 800-964-2777 Monday through Friday from 8 a.m. to 6 p.m. Central Time. Select option 3 to speak with a representative.
Providers can access a set of child health clinical record forms to document Texas Health Steps preventive medical checkups. The set includes a form for each checkup under the Texas Health Steps Periodicity Schedule, for patients from up to 5 days old through 20 years. Providers can save or print the forms.
Each form includes the required components for that age’s checkup, along with space for documenting routine, non-required components of a medical checkup. The backside of the form includes a helpful list of suggested anticipatory guidance topics and checklists such as the Hearing Checklist for Parents and Lead Risk Factors.
Texas Health Steps is the preventive care services program for children birth through 20 years who are enrolled in Medicaid. Texas Health Steps provides regular checkups and screenings as part of the Early and Periodic Screening, Diagnosis, and Treatment program, also known as EPSDT.
In Texas, EPSDT is known as Texas Health Steps, which includes the preventive care components—or Early and Periodic Screening (EPS)—of the total EPSDT service. Required medical checkups and preventive care services are provided in accordance with the latest Texas Health Steps Periodicity Schedule, which is modeled after the one developed by the American Academy of Pediatrics (AAP). Additional checkup components are required in Texas to meet federal and state guidelines, and checkups are encouraged as part of the medical home. The Periodicity Schedule specifies when each of the checkup components is due. Providers should always refer to the latest schedule available. To download a PDF of the Periodicity Schedule online, visit the Texas Health Steps Provider Information web page.
The Texas Medicaid & Healthcare Partnership (TMHP) updates the TMPPM monthly. The policy updates are published on the TMHP website and in banner messages, which appear weekly on a provider’s Remittance and Status Report as well as on the website. Providers can find updates on the web page in two ways:
Release Notes—Changes to the TMPPM arranged by date, with most recent at the top of the list.
Change History—Changes to the TMPPM arranged by chapter. (If a chapter has not changed, it will not appear on the list).
NOTE: Providers should always check the TMHP website for the current TMPPM, banner messages, and policy and procedures updates. Archived versions of the TMPPM will remain online for reference purposes.