Transcript Developing IEPs and IFSPs

ECSE 602:
Instructional Programming for Infants and
Young Children with Disabilities
Developing Individualized Family
Service Plan(IFSP)
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The Focus of IFSPs
More process oriented than product focused
 Desired outcomes for the child
 Family resources, priorities, and concerns
 Natural environment
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The IFSP Team
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The child’s parent or parents
Other family members as requested by the
parent(s)
An advocate or a person outside the family as
requested by the parent(s)
The service coordinator
A person or persons directly involved in
conducting the evaluations and assessments
As appropriate, persons who will provide
services to the child or family
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The IFSP Team
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Service coordinator’s responsibilities
Examples (Noonan & McCormick, 2006)
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Coordinating and monitoring evaluations and assessments
Ensuring that parents actually receive the EI services
Coordinating and monitoring the provision of EI and other
services
Continuously seeking and helping the parents find appropriate
services
Facilitating and participating in the development, review, and
evaluation of the IFSP
Informing families of the availability of advocacy services
Facilitating the development of a transition plan
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IFSP Content [20 USC 1436, Sec.
636(d)]
1. A statement of the infant’s or toddler’s
present levels of physical development,
cognitive development, communication
development, social or emotional
development, and adaptive development,
based on objective criteria.
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IFSP Content [20 USC 1436, Sec.
636(d)]
2. A statement of the family’s resources,
priorities, and concerns relating to enhancing
the development of the family’s infant or
toddler with a disability.
3. A statement of the measurable results or
outcomes expected to be achieved for the
child and family and criteria, procedures, and
timelines used to determine success or need
for modifications.
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IFSP Content [20 USC 1436, Sec.
636(d)]
4. A statement of specific early intervention
services, based on peer-reviewed
research to the extent practicable,
necessary to meet the needs of the
infant or toddler and the family, including
the frequency, intensity and method of
delivering services.
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IFSP Content [20 USC 1436, Sec.
636(d)]
5. A statement of the natural environments in
which early intervention services will
appropriately be provided, including a
justification of the extent, if any, to which they
will not be provided in a natural environment.
6. The projected dates for initiation of services
and the anticipated duration of services.
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IFSP Content [20 USC 1436, Sec.
636(d)]
7. The identification of the service
coordinator from the profession most
immediately relevant to the infant’s or
toddler’s or family’s needs (or who is
otherwise qualified to carry out all
applicable responsibilities under this
part) who will be responsible for the
implementation of the plan and
coordination with other agencies and
persons.
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IFSP Content [20 USC 1436, Sec.
636(d)]
8. The steps to be taken to support the transition
of the toddler with a disability to preschool or
other appropriate services.
Content of the IFSP shall be fully
explained to be parents and informed
written consent shall be obtained prior to
provision of early intervention services.
Early intervention services to which
consent is obtained must be provided,
those to which no consent is given must
not be provided.
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Developing IFSPs
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Purpose of expected outcomes
To increase the family’s capacity to support
the child
 To increase the child’s participation in
valued activities in natural environments
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(Noonan & McCormick, 2006)
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Developing IFSPs
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Process (Rosenkoetter & Squires, 2000, as cited by
Noonan & McCormick, 2006)
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Step One
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Step Two
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Discuss developmental priorities for the child
Discuss the family’s concerns regarding the child’s
development
Discuss preferences for initial intervention activities
Gather information about the environments
Gather information about the child development
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Developing IFSPs
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Step Three
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Implementing the plan: List what various
people will do to achieve the outcomes;
when and where intervention will take place
Step Four
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Evaluation: How they will know if each
outcome has been achieved
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Developing IFSPs
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Structure of outcome statement
Straightforward
 Begins with a statement of what the child
will do (as a result of the intervention)
 Rationale (why this is important)
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Developing IFSPs
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For example,
“Jace, a 3-year-old with Down syndrome, will
sit in his highchair and feed himself finger
foods (dry cereal, pieces of fruit) so that the
family can enjoy breakfast together and
Jace can become more independent.”
(Noonan & McCormick, 2006, p. 61)
*For more information on IFSP development, read textbook
(Noonan & McCormick) pp.56-62; Xu article (2008).
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