Clinton County RESA Early On ® Training & Technical Assistance Higher Education Introduction to: Developing Functional IFSP Outcomes to Meet the Unique Needs of Children and their Families

Clinton County RESA Early On ® Training & Technical Assistance Purpose of Early On:  to enhance the capacity of families to meet the special needs of their infants and toddlers with disabilities IDEA Part C Sec. 631 FINDINGS AND POLICY

Clinton County RESA Early On ® Training & Technical Assistance Overarching Goal of Part C “ All children will be active and successful participants in their own learning now and in the future in a variety of settings.” Early Childhood Outcomes Center How do we measure this goal? A. Children have positive social relationships. B. Children acquire and use knowledge and skills. C.Children take appropriate action to meet their needs. How do we accomplish this? Develop IFSP outcomes with families that are based upon the child’s participation in daily life activities.

Clinton County RESA Early On ® Training & Technical Assistance 7 Key Principles of Early Intervention 1Infants and toddlers learn best through everyday experiences and interactions with familiar people in familiar contexts. 2.All families, with the necessary supports and resources, can enhance their children’s learning and development. 3.The primary role of a service provider in early intervention is to work with, and support, family members and caregivers in children’s lives. Workgroup on Principles and Practices in Natural Environments (February, 2008) Seven key principles: Looks like / doesn’t look like. OSEP TA Community of Practice- Part C Settings.

Clinton County RESA Early On ® Training & Technical Assistance 7 Key Principles of Early Intervention 4. The early intervention process must be dynamic and individualized to reflect the child’s and family member’s preferences, learning styles and cultural beliefs. 5. IFSP outcomes must be functional and based on children’s and families’ needs and family- identified priorities.

Clinton County RESA Early On ® Training & Technical Assistance 7 Key Principles of Early Intervention 6.The family’s priorities, needs and interests are addressed most appropriately by a primary provider who represents and receives team and community support. 7.Interventions with young children and family members must be based on explicit principals, validated practices, best available research, and relevant laws and regulations. TA Community of Practice: Workgroup on Principals and Practice in Natural Environments

Clinton County RESA Early On ® Training & Technical Assistance The Reality Practitioner implemented interventions in the absence of parent capacity building, even 2 hours per day per week for 50 weeks, accounts for only about 1% of a child’s waking hours. Carl Dunst

Clinton County RESA Early On ® Training & Technical Assistance Why Functional Outcomes Provide direction for collaboration between family members and service providers about how to reach a family’s desired outcomes. Identifying functional outcomes with families is the cornerstone for developing the IFSP (Jung & Baird, 2003; Boone at al, 1998; McWilliam et al, 1998)

Clinton County RESA Early On ® Training & Technical Assistance The focal point of the functional outcome is the child’s enhanced active involvement in activities or routines that are important to the family in order to promote the child’s learning, growth, and development.

Clinton County RESA Early On ® Training & Technical Assistance Routines Based Conversations Initiate discussions about everyday activities/routines Listen to routines to obtain information about the child’s engagement, independence, and social relationships. Listen for possible IFSP outcomes during the conversation. Identify family priorities related to child’s participation in everyday activities

Clinton County RESA Early On ® Training & Technical Assistance Routines Based Conversations During the interview – Remind the family of the purpose – Tie in the interview to the family’s priorities – Put the family at ease – Questions should go beyond developmental questions

Clinton County RESA Early On ® Training & Technical Assistance Why Functional Outcomes More is Better* BUT this means more learning opportunities, NOT more services; Learning is what happens between visits of the professionals: – Throughout the child’s day, – In everyday routines and activities, – Through multiple repetitions and lots of practice, – The way ALL young children learn and participate with families and friends in their communities. * Thanks to Dr. Lee Ann Jung, 2003

Clinton County RESA Early On ® Training & Technical Assistance Different Approaches Based on model of typical development Outcomes selected for skills in a developmental hierarchy that child has not mastered Based on promoting child & family success in current environments Outcomes selected from routines-based needs Developmental Functional

Clinton County RESA Early On ® Training & Technical Assistance Different Approaches cont’d. Developmental Identify & correct deficits Context of behavior is irrelevant Adapted from R. A. McWilliam Routines-Based Early Intervention Functional Addresses skills needed in home & community Context of behavior is basis of outcome

Clinton County RESA Early On ® Training & Technical Assistance Functional IFSP Outcomes For a very young child, functionality means engagement, independence, and social relationships. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina-Chapel Hill R.A. McWilliam August 2004

Clinton County RESA Early On ® Training & Technical Assistance Outcomes Should: Focus on the whole child rather than discreet skills Focus on the child’s participation in activity settings that are important to the family Recognize the family as the primary agent of change in the child’s development

Clinton County RESA Early On ® Training & Technical Assistance Outcomes Should Be…. 1.Jargon-free? 2.Discipline-free? 3.Based on the child’s participation in the family’s activities? 4.Promoting the child’s Engagement in family activities? Independence in family activities? Social Relationships within family activities? 5.Understandable to all?

Clinton County RESA Early On ® Training & Technical Assistance 7 Steps for Writing Functional Outcomes: 1. Read the short-hand version of the outcome from a family-centered, functional needs assessment (e.g., RBI, activity checklist) 2. Find out what routine this affects 3. Write “Child will participate in [the routine(s) in question]”

Clinton County RESA Early On ® Training & Technical Assistance 6. Add another criterion for generalization, maintenance, or fluency, if appropriate. Across routines, people, materials, places, etc. Over time (See following step) Rate of behavior 7. Over what amount of time Steps continued

Clinton County RESA Early On ® Training & Technical Assistance _______________ will participate in (Child) ________________________________ by (routine) ___________________________________________. (behavior) We will know this when he/she ____________________________________________ (measurable acquisition criteria) ___________________________________________. (duration - add the amount of time over which the behavior needs to be displayed. e.g. in one week)

Clinton County RESA Early On ® Training & Technical Assistance Contact Information Clinton County RESA, Early On Training & Technical Assistance: Criss Hickey: Jean Wassenaar: