Can you tell me about your day? What happens most mornings? Afternoons? Nights? Weekends? Where do you and your child spend time? What activities do you and your child like to do together (e.g., hiking, going on picnics, playing games at home)? What do you and your child do on a regular basis (e.g., go to the store, give kids a bath, feed the horses, prepare meals, walk the dog)? What are your child’s interests? What does your child enjoy and what holds your child’s attention (e.g., people, places, things)? 1 Questions Related to Everyday Activities and Routines

What makes your child happy, laugh and/or smile? What routines and/or activities does your child not like? What makes it difficult and uncomfortable for your child? What does your child usually do during the routine/activity? Who are key family members, other caregivers, or important people who spend time with your child and where? What activities do you do or places do you visit less frequently (e.g., doctor’s appointments, visiting grandparents)? Are there activities that you used to do before your child was born that you would like to do again? Are there new activities that you and your child would like to try? 2 Questions Related to Everyday Activities and Routines

Only in the children’s natural everyday settings, activities, and routines 3 Where is Functional Assessment performed?

1)Start with parents’/caregivers’ priorities about child’s learning/development and/or family’s needs 2)Consider what’s working and what’s challenging in everyday routines and activities 3)Consider how the child’s developmental skills, needs and disability influence the child’s learning and participation in everyday routines and activities 4 Using Information to Develop Outcomes/Goals

5 Routines/Activities not going well HinderingFactors Improve Routine Improve Routine Promote Promote Social Relations Social Relations Engagement Engagement Independence Independence Campbell, P. [n.d.] Intervention Decision-Making Chart. Thomas Jefferson University. Retrieved September 2012 from Helping Factors Employ Strategies Identify Learning Opportunities Improve Functional Abilities Improve Functional Abilities Social Relations Social Relations Engagement Engagement Independence Independence Enhance Learning Opportunities Employ Strategies Routines/Activities going well How: Gathering Relevant Information…

First… develop IFSP outcomes/IEP goals based on functional, authentic assessment information Then… determine placement, services and supports based on what is necessary to meet the outcomes/goals 6 Relationship of Outcomes/Goals to Placement and Services

IFSP must include: A statement of the measurable results or measurable outcomes expected to be achieved for the child and family (including pre-literacy and language skills as developmentally appropriate for the child) The criteria, procedures, and timelines used to determine the degree to which progress toward achieving the results or outcomes is being made and whether modifications or revision of the expected results or outcomes or services are necessary 34 CFR § (c) 7 Requirements for IFSP Outcomes

IFSP Outcomes: “What would your family like to see happen for your child/family?” Two types of outcomes –Child Outcomes –Family Outcomes 8 IFSP Outcomes

Two types of child outcomes : Participation-based Routine/activity-based Child outcomes should: Enhance learning through functional participation in everyday activities (child is learner/actor) Be important and meaningful to the family/caregiver (priorities) Expand activity settings so child can be competent Be based on child’s interests 9 IFSP Child Outcomes

Two types of family outcomes: Participation-based Resource-based Family outcomes should: Enhance capacity of (family is learner/actor) Support accessing community resources and supports (service coordinator supported) Be important and meaningful to the family/caregiver (priorities) Be based on family’s interests 10 IFSP Family Outcomes

Step 1: Assess functionality and determine the functional area(s) Eating Step 2: Read the informal functional outcome Kim being part of meal time with the family Step 3: Determine the routines involvedMeal times at home and in restaurants Step 4: Write “……will participate in… (routines) Kim will participate in family meal times (breakfast, lunch, and dinner) 11 McWilliam, R.A. (2006). Steps to build a functional outcome. Retrieved from Developing IFSP Outcome Statments