Developing Effective Functional RoutinesBased IFSPs Setting the Context
Developing Effective, Functional, Routines-Based IFSPs Setting the Context Module 1 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 3 Early Childhood Outcomes & 3 Family Outcomes Functional, Routines. Based IFSP Outcomes • Functional Assessment • Developing 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 Effective, Functional, Routines-Based Outcomes and Strategies
Outcomes for This Module Understand the goals, mission, and key principles of early intervention and education Explore connections between the three early childhood outcomes and functional IFSP outcomes
System of Services Birth - K
Goals of Early Intervention For children: to enable young children to be active and successful participants during the early childhood years – in their homes with their families, in child care, preschool or school programs, and in the community – and to support school readiness and positive outcomes. For families: to enable families to provide care for their child, have the resources they need to participate in their own desired family and community activities, and to support their child’s school readiness.
Key Principles/Practices Mission and Key Principles of Providing Early Intervention Services in Natural Environments http: //www. ectacenter. org/~pdfs/topics/families/Finalmissionandprinciple s 3_11_08. pdf Seven Key Principles: Looks Like/Doesn’t Look Like http: //ectacenter. org/~pdfs/topics/families/Principles_Looks. Like_Doesnt Look. Like 3_11_08. pdf DEC Recommended Practices http: //ectacenter. org/decrp/
The Three Broad Early Childhood Outcomes 1) Positive social emotional skills (including positive social relationships) 2) Acquisition and use of knowledge and skills (including early language/communication and for preschool, literacy) 3) Use of appropriate behaviors to meet needs Video: Step by Step video
Family Outcomes Early Intervention Maryland Infants And Toddlers Program (Part C) Percent of families participating in Part C who report that EI services have helped the family: Know their rights Effectively communicate their children’s needs Help their children develop and learn
How Children Learn Natural learning opportunities Everyday routines and activities of children and families Within the context of relationships in family and community life Dunst et al, 2001 Shelden & Rush, 2001 DEC Recommended Practices, 2014
Context for Learning: Child Interest and Competence Interests Exploration and Mastery Learning Activities Engagement Competence Dunst, C. J. , Herter, S. , & Shields, H. (2000). Interest-based natural learning opportunities. Young Exceptional Children Monograph Series No. 2: Natural Environments and Inclusion, 37 -48.
Interest-Based Learning Children’s interests influence: • Participation in activities • Level of engagement in activities • Amount of practice of new skills • Development of new competencies • Sense of mastery Raab, 2005 • Additional resources available at http: //fipp. org/publications/
Defining Engagement “…amount of time children spend interacting appropriately with their environment. ” Mc. William, 2010
Engagement of Children with Disabilities “Children with disabilities spend more time non-engaged (e. g. , wandering around, crying or waiting) than do their typically developing peers. ” Mc. William, 2012
Children Learn through Practice – Lots and Lots of Practice! Toddlers practice walking for more than 6 hours daily Average 500 – 1500 steps per hour 9000 steps per day (length of 29 football fields!) Adolph et al, 2003
Practice for Children with Disabilities Children with disabilities may need MORE PRACTICE to master some skills: • • Lots of learning opportunities Varied and meaningful contexts Supports and encouragement Time
Learning Through Routines When is a young child’s “learning time? ” All day, every day! Routine activities like dressing, eating, bathing, and running errands provide plentiful opportunities to work on: ▪ Relationships ▪ Engagement ▪ Independence Integrating intervention in these routines: ▪ Provides meaningful practice Check out the Embedded Learning ▪ Supports family functioning Opportunities website at http: //marylandlearninglinks. org/376862 ▪ Increases learning opportunities
Effective Intervention Support for caregivers to adapt activities for success Participationbased Mastery of Important Skills Practice integrated in multiple activities and contexts
Critical Role of Families and Caregivers Learning happens BETWEEN visits Parents/caregivers make the difference Service providers build on families’ strengths to support the child
Think-Pair-Share In what ways do our current practices fit with these principles of early learning and family support? What might we need to change?
Functional Outcomes Stem from the child’s interests, and family’s activities and priorities Improve the child’s interactions, engagement, and independence Allow the child to practice and master meaningful skills in real-life activities Support the broad early childhood outcomes and school readiness
IFSP Outcomes Which broad early childhood outcomes do these individual IFSP outcomes support? William will greet friends at story time at the library by waving or saying “hi”. Marcus will play in the backyard getting around on his own using his walker. Kamika will sleep through the night.
IFSP Outcome Examples Nathan will participate in playtime with his brother by saying, “my turn” when they are taking turns driving the truck. Nathan will participate in story time with his family by naming pictures in the books. Nathan will participate in mealtimes by naming or gesturing to one of two choices he is given to eat.
Group Reflection: Developing Effective, Functional, Routines-Based IFSPs Think of a functional IFSP outcome that wouldn’t support a child’s growth and development in one or more of the three broad early childhood outcome areas.
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
Questions? Next Steps? Thank You for Participating in Setting the Context 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
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