Transcript Thinking Functionally Final

Higher Education
Introduction to:
Developing Functional IFSP
Outcomes to
Meet the Unique Needs of
Children and their Families
Clinton County RESA Early On® Training & Technical Assistance
Purpose of Early On:
 to enhance the capacity of
families to meet the special
needs of their infants and
toddlers with disabilities
IDEA Part C Sec. 631 FINDINGS AND
POLICY
Clinton County RESA Early On® Training & Technical Assistance
Overarching Goal of Part C
“All children will be active and successful participants in their own learning
now and in the future in a variety of settings.”
Early Childhood Outcomes Center
How do we measure this goal?
A. Children have positive social relationships.
B. Children acquire and use knowledge and skills.
C. Children take appropriate action to meet their
needs.
How do we accomplish this?
Develop IFSP outcomes with families that are based upon the child’s
participation in daily life activities.
Clinton County RESA Early On® Training & Technical Assistance
7 Key Principles of Early
Intervention
1
Infants and toddlers learn best through everyday
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 a service provider in early
intervention is to work with, and support, family
members and caregivers in children’s lives.
Workgroup on Principles and Practices in Natural Environments (February, 2008) Seven key principles: Looks like / doesn’t look like. OSEP TA Community of Practice- Part C
Settings.
http://www.nectac.org/topics/families/families.asp
Clinton County RESA Early On® Training & Technical Assistance
7 Key Principles of Early
Intervention
4. The early intervention process must be dynamic and
individualized to reflect the child’s and family member’s
preferences, learning styles and cultural beliefs.
5. IFSP outcomes must be functional and based
on children’s and families’ needs and familyidentified priorities.
Clinton County RESA Early On® Training & Technical Assistance
7 Key Principles of Early
Intervention
6. The family’s priorities, needs and interests are
addressed most appropriately by a primary provider
who represents and receives team and community
support.
7. Interventions with young children and family members
must be based on explicit principals, validated
practices, best available research, and relevant laws and
regulations.
TA Community of Practice: Workgroup on Principals and Practice in Natural Environments
Clinton County RESA Early On® Training & Technical Assistance
The Reality
Practitioner implemented
interventions in the absence of
parent capacity building, even 2
hours per day per week for 50
weeks, accounts for only about
1% of a child’s waking hours.
Carl Dunst
Clinton County RESA Early On® Training & Technical Assistance
Why Functional Outcomes
• Provide direction for collaboration
between family members and service
providers about how to reach a family’s
desired outcomes.
• Identifying functional outcomes with
families is the cornerstone for developing
the IFSP
•
(Jung & Baird, 2003; Boone at al, 1998; McWilliam et al, 1998)
Clinton County RESA Early On® Training & Technical Assistance
The focal point of the
functional outcome is the
child’s enhanced active
involvement in activities or
routines that are important to
the family in order to promote
the child’s learning, growth,
and development.
Clinton County RESA Early On® Training & Technical Assistance
Routines Based Conversations
• Initiate discussions about everyday
activities/routines
• Listen to routines to obtain information
about the child’s engagement,
independence, and social relationships.
• Listen for possible IFSP outcomes during
the conversation.
• Identify family priorities related to child’s
participation in everyday activities
Clinton County RESA Early On® Training & Technical Assistance
Routines Based Conversations
• During the interview
– Remind the family of the purpose
– Tie in the interview to the family’s priorities
– Put the family at ease
– Questions should go beyond developmental
questions
Clinton County RESA Early On® Training & Technical Assistance
Why Functional Outcomes
• More is Better*
• BUT this means more learning opportunities, NOT more
services;
• Learning is what happens between visits of the
professionals:
– Throughout the child’s day,
– In everyday routines and activities,
– Through multiple repetitions and lots of practice,
– The way ALL young children learn and participate
with families and friends in their communities.
* Thanks to Dr. Lee Ann Jung, 2003
Clinton County RESA Early On® Training & Technical Assistance
Different Approaches
• Developmental
• Based on model of
typical development
• Outcomes selected for
skills in a
developmental
hierarchy that child
has not mastered
• Functional
• Based on promoting
child & family success
in current
environments
• Outcomes selected
from routines-based
needs
Clinton County RESA Early On® Training & Technical Assistance
Different Approaches cont’d.
Developmental
• Identify & correct
deficits
• Context of behavior
is irrelevant
Functional
• Addresses skills
needed in home &
community
• Context of behavior
is basis of outcome
Adapted from R. A. McWilliam
Routines-Based Early Intervention
Clinton County RESA Early On® Training & Technical Assistance
Functional IFSP Outcomes
For a very young child, functionality means
• engagement,
• independence, and
• social relationships.
Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute
University of North Carolina-Chapel Hill
R.A. McWilliam August 2004
Clinton County RESA Early On® Training & Technical Assistance
Outcomes Should:
• Focus on the whole child rather
than discreet skills
• Focus on the child’s participation in
activity settings that are important
to the family
• Recognize the family as the primary
agent of change in the child’s
development
Clinton County RESA Early On® Training & Technical Assistance
Outcomes Should Be….
1. Jargon-free?
2. Discipline-free?
3. Based on the child’s participation in the
family’s activities?
4. Promoting the child’s
Engagement in family activities?
Independence in family activities?
Social Relationships within family activities?
5. Understandable to all?
Clinton County RESA Early On® Training & Technical Assistance
7 Steps for Writing Functional
Outcomes:
1. Read the short-hand version of the
outcome from a family-centered, functional
needs assessment (e.g., RBI, activity
checklist)
2. Find out what routine this affects
3. Write “Child will participate in [the
routine(s) in question]”
Clinton County RESA Early On® Training & Technical Assistance
Steps continued
6. Add another criterion for generalization,
maintenance, or fluency, if appropriate.
• Across routines, people, materials, places, etc.
• Over time (See following step)
• Rate of behavior
7. Over what amount of time
Clinton County RESA Early On® Training & Technical Assistance
_______________ will participate in
(Child)
________________________________ by
(routine)
___________________________________________.
(behavior)
We will know this when he/she
____________________________________________
(measurable acquisition criteria)
___________________________________________.
(duration - add the amount of time over which the behavior
needs to be displayed. e.g. in one week)
Clinton County RESA Early On® Training & Technical Assistance
Contact Information
• Clinton County RESA, Early On Training
& Technical Assistance: 1866-334-5437
• http://eotta.ccresa.org
• Criss Hickey: [email protected]
• Jean Wassenaar: [email protected]
Clinton County RESA Early On® Training & Technical Assistance