1. Section 7 Plan of Action and Developing Functional, Measurable IFSP Outcomes

2. Key Principles Addressed 1.Infants and toddlers learn best through every day 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 the service provider in early intervention is to work with and support the family members and caregivers in a child’s life. 4.The early intervention process, from initial contacts through transition, must be dynamic and individualized to reflect the child’s and family members’ preferences, learning styles and cultural beliefs. 5.IFSP outcomes must be functional and based on children’s and families’ needs and priorities. OSEP TA Communities of Practice – Part C Settings 2

3. Key Points Individual IFSP outcomes should: Reflect the family’s concerns and priorities Be informed by the three global outcomes Contain definable characteristics Be functional and meaningful to the family 3

4. Using Information to Develop Individual IFSP Outcomes Start with the parent/caregiver’s priorities about the child’s development and the family’s priorities based on information gathered through evaluation, child & family assessment, and global outcomes Consider what is working in everyday routines and activities and what needs to be improved 4

5. Individual IFSP Outcomes Ask: “What would your family like to see happen for your child and/or family?” The purpose is to describe the change the family would like to see in their child’s participation, engagement or independence related to the family’s priority 2 types of Individual IFSP Outcomes o Child Outcomes o Family Outcomes 5

6. Individual IFSP Outcomes Parent says: We want Romeo to be able to sit up so he can play with his toys and eat meals with us. 6

7. Individual IFSP Outcomes This “Romeo will play with toys and eat meals with his family by sitting without much support ” Not This “Romeo will improve muscle tone for sitting” 7

8. Individual IFSP Family Outcomes Parent says: “We want to be able to take Romeo with us in the car; we need a travel car seat” 8

9. Individual IFSP Family Outcomes: Examples This “Karen and Mark will learn about resources and low cost options so they can obtain a car seat. ” Not This “Staff will explore options for financial assistance for travel chairs.” 9

10. Developing IFSP Outcomes StepExample Step 1: Determine the functional area(s) Eating and Chewing Step 2: What routine(s) does this affect? Meal time (lunch, dinner, restaurant) Step 3: Child will participate in (routines in question)” “Alicia will participate in lunch, dinner, and eating with the family at restaurants …” Step 4: “by ---ing” (address specific behaviors) “ … chewing her food” 10

11. Tips and Techniques for Developing Participation- Based IFSP Outcome Statements from BriefCASE March 2009 (Padlet) Apply the “third word rule.” The third word is child-focused and participation based o Mark will sit in the bathtub o Jane will play with her toys Avoid passive words such as tolerate, receive, increase or decrease, improve, and maintain 11

12. Tips and Techniques for Developing Participation-Based IFSP Outcome Statements from BriefCASE March 2009 IFSP outcome statements are discipline-free IFSP outcome statements are jargon-free The family measures progress on the IFSP outcomes statements Use a special occasion or life even such as a birthday, holiday or real-life point in time such as when grandmas visits this summer or by the time school starts this fall (for the siblings) as the timeline on the IFSP outcome statement 12

13. Activity 7.1 Rating IFSP Outcomes 13

14. Criteria for Rating IFSP Outcomes – Handout and Activity The outcome statement is necessary and functional for the child and family’s life. The wording of the statement is jargon- free, clear and simple. The statement reflects real-life contextualized settings (e.g., not test items). Place Outcome Statement Card Here to Evaluate The statement avoids the use of passive words (e.g., tolerate, receive, improved, maintain). The outcome is discipline-free. The wording emphasized the positive. When the child’s contextual information is available, the following IFSP outcome criteria can also be evaluated: 1)The outcome is based on the family’s priorities and concerns 2)The outcome describes both the child’s strengths and needs based on information for the initial evaluation or ongoing assessment. 14

15. Which Global Outcome Is It? 15

16. Activity 7.2 Case Study: Josie Write a functional IFSP outcome and determine the appropriate corresponding global outcome 16