1. presented in collaboration with Developing High-Quality, Functional IFSP Outcomes and IEP Goals

2. 2 With contributions from Naomi Younggren, Department of Defense/Army Early Intervention; Debbie Cate, ECTA Center; Megan Vinh, WRRC; Joicey Hurth, ECTA Center/NERRC; Christina Kasprzak, ECTA Center; and Grace Kelley, SERRC Anne Lucas ECTA Center / WRRC Kathi Gillaspy ECTA Center Mary Peters ECTA Center Developers

3. 3 Meaningful IFSP Outcomes and IEP Goals 3 Global Child Outcomes Functional Assessment Understand how to: Gather information about the child’s functioning Differentiate conventional vs. functional assessment Partner with families Goal

4. What is Functional Assessment? Why is Functional Assessment Foundational? Who does Functional Assessment? Where is Functional Assessment done? How is Functional Assessment done? Adapted from: Younggren, N. (May, 2011). Quality Practices in Early Intervention and Preschool Programs – Authentic Assessment. Power Point presentation presented at the Pacific TA Meeting, Honolulu, HI. SECTION 2 ___________________________________________________________ Functional Assessment

5. Assessment of the young child’s skills in the real life contexts of family, culture and community rather than discrete isolated tasks irrelevant to daily life 5 “the science of the strange behavior of children, with strange adults, in strange settings for the briefest possible period of time.” Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press. What is Functional Assessment?

6. 6 Bagnato, S.J., Neisworth, J.T., & Pretti-Frontczak, K. Linking Authentic Assessment and Early Childhood Intervention -Best Measures for Best Practices, Second Edition. Brookes Publishing, Baltimore, MD. 2010. Contextually relevant information about the child’s strengths and needs Individually focused Culturally sensitive Functional Assessment is not… Domain based and discipline specific Deficit driven Intimidating Functional Assessment is…

7. 7 Our Focus Shifts FromTo Knows how to make eye contact, smile, and give a hug Initiates affection toward caregivers and respond to others’ affection Knows how to imitate a gesture when prompted by others Watches what a peer says or does and incorporate it into his/her own play Uses finger in pointing motion Points to indicate needs or wants Shows a skill in a specific situation Uses a skill in actions across settings and situations to accomplish something meaningful to the child Functional Assessment

8. 8 Delaney, E. (1999). Curriculum and Intervention Strategies [Presentation]. Presented at SPED 508. Retrieved from http://www.uic.edu/classes/sped/sped508/aug30.ppthttp://www.uic.edu/classes/sped/sped508/aug30.ppt The more realistic or natural the task, –the more motivated the child –the more applicable it is to everyday events and situations Authentic tasks and circumstances reinforce –competency-based approach to the education of young children –assessment of all disciplines across complex skills and processes –generalization of learning across settings Authentic tasks require the assessor to make no inferences about a child's capabilities, because the behaviors sampled are directly observable Functional Assessment is Authentic

9. 9 “Everything that can be measured counts, but not everything that counts can be measured.” Usefulness of Conventional Assessment: To distinguish typical from atypical performance To provide one more source of information Conventional Assessment

10. 10 Group Reflection on Functional Assessment DevelopingHigh-Quality, Functional IFSP Outcomes and IEP Goals

11. 11 Yields a real picture of the child Guides identification of functional individualized outcomes and goals Why is Functional Fundamental?

12. 12 Families and familiar, knowledgeable caregivers in the child’s life Providers Teachers Others, less familiar, can also contribute Who performs Functional Assessment?

13. 13 Bagnato, S.J., Neisworth, J.T., & Pretti-Frontczak, K. Linking Authentic Assessment and Early Childhood Intervention -Best Measures for Best Practices, Second Edition. Brookes Publishing, Baltimore, MD. 2010. Over time: “One-time observations even in the natural context, are insufficient and often misleading.” When is Functional Assessment performed?

14. 14 Knowing the purpose for the assessment is important Observation is essential: –Keep a focus on being objective vs. subjective Record keeping is key: –Qualitative –Quantitative Hearing from others who know the child is critical – involve families! How is Functional Assessment performed?

15. 15 Listen to the family story Observe and ask about the child’s day-to-day routines and activities related to -engagement -independence -social relationships Ask parents to show or describe Observe how the parent engages the child Observe the child in play scenarios Involving Families

16. 16 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)? Questions Related to Everyday Activities and Routines

17. 17 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? Questions Related to Everyday Activities and Routines

18. 18 Campbell, P. [n.d.] Intervention Decision-Making Chart. Thomas Jefferson University. Retrieved September 2012 from http://jeffline.tju.edu/cfsrp/pdfs/Intervention%20Decision%20Making%20Chart.pdf. http://jeffline.tju.edu/cfsrp/pdfs/Intervention%20Decision%20Making%20Chart.pdf Improve Routine Improve Routine Promote Promote Social Relations Social Relations Engagement Engagement Independence Independence HinderingFactors Helping Factors Employ Strategies Routines/Activities not going well Improve Functional Abilities Improve Functional Abilities Social Relations Social Relations Engagement Engagement Independence Independence Enhance Learning Opportunities Employ Strategies Identify Learning Opportunities Routines/Activities going well How: Gathering Relevant Information…

19. 19 Only in the children’s natural everyday settings, activities, and routines Where is Functional Assessment performed?

20. 20 Table Talk Activity Authentic Assessment DevelopingHigh-Quality, Functional IFSP Outcomes and IEP Goals

21. Questions?

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23. 23 This product was developed collaboratively with staff from ECTA Center and WRRC in response to the need expressed from state and local providers to have specific information and resources about developing IFSP outcomes and IEP goals. The full training package, including a full reference list, is freely available online: http://www.ectacenter.org/knowledgepath/ifspoutcomes-iepgoals/ifspoutcomes-iepgoals.asp Firstname Lastname Title Organization email@address.org 555-555-5555 Firstname Lastname Title Organization email@address.org 555-555-5555 Contact Information