Developing Effective Functional RoutinesBased IFSPs Functional Assessment in

Developing Effective, Functional, Routines-Based IFSPs Functional Assessment in the IFSP Process Module 2 Adapted by MCIE and the Maryland State Department of Education – Division of Special Education/Early Intervention Services from materials created by:

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

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

Outcomes for this Module Understand the importance of authentic assessment in developing functional routinesbased IFSPs Review strategies for conducting functional assessment Reflect on current assessment and IFSP development practices within the framework of the Early Intervention Mission and Key Principles. 4

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

What is Functional Assessment? 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 “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. 6

Standardized Evaluation Helps distinguish typical from atypical development/behavior Provides Should scores for eligibility determination never be the ONLY source of information “Everything that can be measured counts, but not everything that counts can be measured. ” 7

Sources of Information for Functional Assessment Family Concerns, Priorities, and Resources Observation in Natural Environments Medical Reports Formal Assessment Ongoing Progress Monitoring Qualitative and Quantitative Child Strengths and Needs Family Input Informal Assessment Informed Clinical Opinion Routines Based Interview 8

Group Reflection on Functional Assessment: Developing Effective, Functional, Routines-Based IFSPs What practices provide the most valid information about the child’s capabilities? 9

Why is Functional Fundamental? Yields a real picture of the child Guides identification of functional individualized outcomes 10

Changing Perspectives Functional Assessment is… 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 Bagnato, Neisworth, & Pretti-Frontczak, 2010 11

The Focus Shifts with Functional Assessment The Focus Shifts From Knows how to make eye contact, smile, and give a hug Knows how to imitate a gesture when prompted by others To Smiles and gives his mom a big hug when she picks him up from child care each day. Watched his brother go down the slide on his tummy and then tried to do it too. Uses finger in pointing motion Points to the kind of cereal he wants for breakfast most days. Shows a skill in a specific situation Pulls his stool over to the sink to turn on the water to play in it. 12

Authentic and Context-Based Natural tasks in real settings: Increase child motivation Promote interdisciplinary assessment Allow realistic view of complex skills Reinforce competency-based approach Eliminate need to make inferences Inform functional outcomes 13

Effective Functional Assessment Involves a team Relies on families and caregivers for information Occurs over time Takes place in natural environments 14

Conducting Functional Assessments Know the purpose Use multiple, appropriate tools Observe carefully Keep good records Qualitative/Quantitative Consider video documentation Involve Click here for video families! 15

Involving Families Listen to the family Ask parents to show or describe what their perspective on child behavior is Observe how the parent engages the child Observe the child in play scenarios 16

Understanding Family Routines Big Picture Questions What is the family’s day like? What do they do for fun? Where do they go in the community? What would they like to do but CAN’T? Does the family face other barriers or challenges? 17

Understanding Family Routines Getting Down to Specifics HOW does the child participate in each routine? How does he relate/interact with others? How is he engaged and part of the activity? How is he able to get what he wants/needs? What has family already tried? What works & doesn’t? How does the family want the routine to look? 18

Table Talk Activity Functional Assessment Developing Effective, Functional, Routines-Based IFSPs Review “Agreed Upon Practices: Functional Assessment of the Child” and “Evidence of Key Principles in Family Assessment Process. ” Then discuss questions on the handout “Functional Assessment Table Talk. ” 19

Family Information Leads to Intervention Targets • Improve Functional Abilities • Social Relations • Engagement • Independence Employ Strategies Identify Learning Opportunities Enhance Learning Opportunities Routines/Activities going well Routines/Activities not going well Hindering Factors Helping Factors Employ Strategies • Improve Routine • Promote • Social Relations • Engagement • Independence 20

Using Information within the IFSP Process Info from IFSP process Determine Eligibility Develop Outcomes Select Routines, Activities Settings Family hopes √ √ Family concerns priorities √ Family resources Child needs √ √ Determine People and Resources (Services) √ Determine Frequency and Intensity Determine Criteria to Measure Progress √ √ √ Child strengths √ √ √ Child interests √ √ Behaviors in settings √ √ √ √ √ Desired activities √ Develop Strategies/ Objectives √ √ √ 21

Developing the IFSP Present Levels of Development Family Concerns, Priorities and Resources Routines in Natural Environments Strengths and Needs Summary 22

IFSP Reflection Tool Developing Effective, Functional, Routines-Based IFSPs Use the provided sections of the “Components of Effective, Functional, Routines-Based IFSPs: A Reflection Tool” to review one or more IFSPs. Which effectiveness standards are met? What areas for improvement? How might you improve practice? 23

Questions? Next Steps? Thank You for Participating in Functional Assessment in the IFSP Process 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 available online: http: //www. ectacenter. org/knowledgepath/ifspoutcomes-iepgoals. asp 25