Developing Effective Functional RoutinesBased IFSPs Developing Effective Functional

Developing Effective, Functional, Routines-Based IFSPs Developing Effective, Functional, Routines-Based Outcomes and Strategies Module 3 Adapted by MCIE and the Maryland State Department of Education – Division of Special Education and Early Intervention Services from materials created by:

Goal for the Module Series Understand the connections among: Functional Assessment 3 Early Childhood Outcomes & 3 Family Outcomes • Functional Assessment • Developing Functional, Routines-Based IFSP Outcomes Functional, Routines. Based IFSP Outcomes • Measuring the 3 Broad Early Childhood Outcomes and the 3 Family Outcomes 2

Module Outline Module 1: Setting the Context Module 2: Functional Assessment in the IFSP Process Module 3: Developing Effective, Functional Routines-Based Outcomes and Strategies

Process for Developing Effective, Functional, Routines-Based IFSPs Family Assessment Concerns, Priorities and Resources Functional Assessment Across Environments Comprehensive Picture of Strengths and Needs Functional, Routines-Based Child and Family Outcomes Strategies, Activities, Learning Opportunities and Measureable Criteria Early Intervention Services, Supports and Linkages Progress Monitoring

Outcomes for this Module Understand the components of effective functional, routines-based IFSP outcomes Discuss ways to determine effective IFSP strategies, supports, and services Review and reflect on IFSP outcomes 5

Outcomes Drive Supports and Services First… develop IFSP outcomes based on functional, authentic assessment information Next… determine strategies and measurable criteria Then … determine supports and services to meet these outcomes 6

Developing Outcomes 1) Start with the family’s/caregiver’s priorities and concerns about the child’s social relationships, engagement, and independence 2) Consider what’s working and what’s challenging in everyday routines and activities 3) Consider the child’s current knowledge, skills, and behaviors compared to typical development 7

Requirements for IFSP Outcomes The IFSP must include: A statement of the measurable results or measurable outcomes expected to be achieved for the child and family The criteria, procedures, and timelines used to determine the degree to which progress toward achieving the results or outcomes is being made 8

IFSP Outcomes Reflect what the family wants for the child Two types of outcomes Child Outcomes Family Outcomes 9

IFSP Child Outcomes • Reflect family priorities • Enhance a child’s learning through functional, active participation in everyday routines and activities • Expand settings/activities in which the child can be competent • Focus on a child’s engagement and interests 10

Extended IFSP Child Outcomes Maryland Requirement: Extended IFSPs (for children over 3 until the beginning of the school year following the 4 th birthday) must include an educational component that promotes school readiness and incorporates: • Language • Pre-Literacy and • Numeracy Skills 11

IFSP Family Outcomes • Reflect family priorities • Enhance family capacity • Support accessing community resources and supports • Based on family’s interests 12

Think-Pair-Share How often do your IFSPs include family outcomes? What strategies do you/your staff use to engage families in selecting priorities for child and family outcomes? What gets in the way of fully engaging families in this process? 13

Effective, Functional Routines-Based IFSP Outcomes Necessary and functional for child’s and family’s life Reflect real-life contextualized settings Cross developmental domains and are discipline-free 14

Effective, Functional Routines-Based IFSP Outcomes Jargon-free, clear and simple Emphasize the positive, not the negative Use active words rather than passive words 15

Developing IFSP Outcome Statements Step 1: Determine the functional area(s) Eating Step 2: What routine(s) does this affect? Step 3: Meal time with the family “Kim will participate in family mealtime …” Child will participate in [routines in question] Step 4: “by ____ing” (address specific behaviors) Mc. William, 2006 “by eating the foods they eat. ” 16

Placemat Activity 17

Placemat Activity: IFSP Outcome Example YES NO NO YES 18

Placemat Activity: IFSP Outcome Effective Example YES YES YES 19

Placemat Activity Developing Effective, Functional, Routines-Based IFSPs • Divide into 2 small groups at each table. • Using the provided IFSP Outcome Cards, place a card in the center of the placemat. • Within your small group, discuss and rate the outcome statement by writing “yes” and “no” in each quadrant, based on whether the statement meets each of the corresponding criteria. • Complete all five cards and be ready to discuss at your table and with the large group. 20

Developing Child Outcomes What the parent states: “I wish he could sit without as much support when he eats and plays – it is hard work holding him all the time. ” 21

Child Outcome: Example THIS NOT THIS “Romeo will participate in mealtimes by sitting in the high chair by himself. ” “Romeo will improve muscle tone for sitting. ” 22

Developing Child Outcomes – Extended IFSP What the parent states: “I want her to be ready for kindergarten and know what other kids know. ” What the child care provider states: “Her peers know their numbers and are participating in math activities. ” What Maryland Early Learning Standards states: “Shows beginning interest in numerals and counting” (3 years of age) Domain: Mathematics Strand: Counting and Cardinality Standard: Count to tell the number of objects 23

Child Outcome: Example – Extended IFSP THIS NOT THIS “Taisha will participate in game time at home and at preschool with friends by counting out the number of spaces to move on a game board. ” “Taisha will form sets of real objects up to 5 on request. ” Functional Outcomes and School Readiness Videos 24

Developing Family Outcomes What the parents state: “We want to be able to take Romeo with us in the car; we need a travel car seat. ” 25

Family Outcome: Example THIS NOT THIS “The family will explore options for financial assistance for car seats and secure one with assistance from staff. ” “Staff will explore options for financial assistance for travel chairs. ” 26

Thumbs Up/Thumbs Down 1) Lily will go fishing with her family and hold her own fishing pole. 2) Marcus will stack 4 blocks. 3) Phu will eat enough food so he can gain weight and not have to have surgery. 4) Robin will stop having tantrums at separation from primary caregiver at child care. 5) Kimmie will play with toys so Grandma can make breakfast and get the older kids off to school. 6) Kamika will respond to a familiar song or story with movements and or sounds. 27

Strategies to Meet IFSP Outcomes What will we do to accomplish the outcome? Strategies specify who will do what in which everyday routines, activities and places. 28

Developing Strategies to Meet IFSP Outcomes Strategies must: Be developed in partnership with the family Be based on how all children learn Be developmentally appropriate for the child Focus on naturally occurring learning opportunities 29

Developing Strategies to Meet IFSP Outcomes Strategies must: Support learning through things that the child and family are already doing and/or interested in Support primary caregivers to identify learning opportunities throughout the day 30

Strategies Example Functional Outcome: Justin will participate in nursery sing-alongs by singing and making the finger play movements • Parents and child care provider will sing and make movements to “Wheels on the Bus” during every circle time and after bath (when family normally does this activity) • Face Justin towards the adult when signing or telling a story so he can watch and respond • Parents/child care provider to provide hand-over-hand assistance as needed • Parents/child care provider to use props/movements with other songs and stories as well • Begin singing a song or fingerplay and wait for Justin to smile or move a body part to continue • Early intervention provider, parents, and child care provider will continue brainstorming ways to increase Justin’s participation in these activities 31

Observable, Measurable Criteria What: Describes behaviors Justin will make that can be seen or heard sounds and hand Frequency: Tells how often movements to a the behavior will occur (e. g. , familiar song 2 times a day, or 3 out 4 1 x/day 4 opportunities) Consistency: Specifies over days/week, for one month. what period of time (e. g. , 5 consecutive days) 32

Determining Observable, Measurable Criteria 1) Lily will go fishing with her family and hold her own fishing pole. 2) Phu will eat enough food so he can gain weight and not have to have surgery. 3) Kimmie will play with toys so Grandma can make breakfast and get the older kids off to school. 33

Services to Meet the Outcomes More is better* Learning happens between early intervention visits Throughout the child’s day In everyday routines and activities Through multiple repetitions and lots of practice *More learning opportunities *Jung, L. (2003). More is better: Maximizing natural learning opportunities. Young Exceptional Children, 6(3), 21 -26. 34

Reflection Developing Effective, Functional, Routines-Based IFSPs IFSP Outcomes: For each standard of effectiveness, reflect on whether your document meets the standard, and if not, how could it be improved? 35

Debrief Developing Effective, Functional, Routines-Based IFSPs Reflecting on Effective IFSP Outcomes 36

Resources on Routines -Based IFSPs • Tips and Techniques for Developing Participation-Based IFSP Outcomes Statements, Brief. CASE, Vol 2, No. 1 http: //www. fippcase. org/briefcase_vol 2_no 1. pdf • Enhancing Recognition of High Quality, Functional IFSP Outcomes http: //www. ectacenter. org/~pdfs/pubs/rating-ifsp. pdf • ECTA Center website http: //www. ectacenter. org/topics/ifspprocess. asp http: //www. ectacenter. org/decrp/ • Early Intervention: A Routines-Based Approach - Part 1: Traditional vs. Routines; Part 2: What Intervention Can – and Should – Look Like; Part 3: Changing the Mindset http: //veipd. org/earlyintervention/three-new-eivideos-your-must-watch-for-the-day/ • Video Illustrations of Family Guided Routines Based Intervention http: //dmm. cci. fsu. edu/IADMM/examples. html 37

Questions? Next Steps? Thank You for Participating in Developing Effective, Functional, Routines-Based Outcomes and Strategies Developing Effective, Functional, Routines-Based IFSPs

Contact Information Firstname Lastname Title Organization email@address. org 555 -555 -5555 This product was adapted by the MCIE and the MSDE from materials created by the 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. The full training package, including a full reference list, is freely available online: http: //www. ectacenter. org/knowledgepath/ifspoutcomes-iepgoals. asp 39