Developing High Quality, Functional IFSP Outcomes Early Childhood Technical Assistance Center Training 1.

Developing High Quality, FunctionalIFSP Outcomes

Early Childhood Technical Assistance Center Training

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Training Objectiveso Gain an understanding of the criteria needed to

develop and write high quality, functional, participation-based Individualized Family Service Plan (IFSP) outcomes

o Rate the quality of the outcomes

Functional Assessment

MeaningfulIFSP Outcomes

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Using Informationto Develop Outcomes

o Start with parents’/caregivers’ priorities about child’s learning/development and/or family’s needs

o Consider what’s working and what’s challenging in everyday routines and activities

o Consider how the child’s developmental skills, needs and disability influence the child’s learning and participation in everyday routines and activities

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Relationship of Outcomesto Placement and Services

First… develop IFSP outcomes based on functional, authentic assessment information

Then… determine placement, services and supports based on what is necessary to meet the outcomes/goals

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Requirements for IFSP Outcomes

IFSP must include:

o A statement of the measurable results or measurable outcomes expected to be achieved for the child and family (including pre-literacy and language skills as developmentally appropriate for the child)

o The criteria, procedures, and timelines used to determine the degree to which progress toward achieving the results or outcomes is being made and whether modifications or revision of the expected results or outcomes or services are necessary

34 CFR §303.344 (c

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IFSP Outcomes

o IFSP Outcomes: “What would your family like to see happen for your child/family?”

o Two types of outcomes

o Child Outcomes

o Family Outcomes

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IFSP Child Outcomes

Two types of child outcomes:

o Participation-based

o Routine/activity-based

Child outcomes should:o Enhance learning through functional participation in everyday

activities (child is learner/actor)

o Be important and meaningful to the family/caregiver (priorities)

o Expand activity settings so child can be competent

o Be based on child’s interests

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IFSP Family Outcomes

Two types of family outcomes:o Participation-based

o Resource-based

Family outcomes should:o Enhance capacity of (family is learner/actor)

o Support accessing community resources and supports (service coordinator supported)

o Be important and meaningful to the family/caregiver (priorities)

o Be based on family’s interests

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Developing IFSP Outcome Statements

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Third Word Rule

• The third word of IFSP child outcome statement should be a contextualized action that is functional.

• Example: “Kim will eat with her family at mealtime eating the foods they eat.”

Shelden, M. L., & Rush, D. D. (2009). Tips and Techniques for Developing Participation-Based IFSP Outcome Statements. Briefcase, 2(1). Retrieved from http://www.fipp.org/Collateral/briefcase/briefcase_vol2_no1.pdf

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IMPORTANT IDEA

IFSP outcomes need to be functional; however, many providers struggle to define what makes an outcome “functional.” When determining if an outcome is functional consider:

o does this outcome support the child’s participation in everyday activities?

o does this outcome support the fundamental belief that children learn best through their participation in everyday activities and routines with familiar people?

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Three skills that are when developing outcomes are:

o the ability to understand how to gather information from families throughout the process

o the ability to conduct a functional assessment that gives a clear picture of the child’s abilities and needs in the child’s natural, everyday settings, activities and routines

o the ability to use the information to develop outcomes

CRITICAL

High-Quality, Functional IFSP Outcomes

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Another important ideaThroughout the process of gathering information from families, special attention should be paid to the information the family shares about what’s working well for them, as well as what is challenging

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High-Quality, Functional IFSP Outcomes

o Necessary and functional for child’s and family’s life

o Reflect real-life contextualized settings

o Crosses developmental domains and is discipline-free

o Jargon-free, clear and simple

o Emphasize the positive, not the negative

o Uses active words rather than passive words

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Criteria DefinitionsNecessary and functional for child’s and

family’s life

• Supports participation in community life and family activities

• Based up on what is important to the family

• Supports child’s progress towards outcomes

It is not based on what the practitioner thinks

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Criteria Definitions

Reflects real-life, contextualized settings

– Everyday activity settings and routines for the child and family

• Includes typical routines such as meal time

• Also includes routines and activities specific to the family.

• Test items are not real-life or contextualized

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Criteria DefinitionsIntegrates developmental domains and is

discipline-freeo Written to describe the child’s participation in routines and

activities

• Promote the child’s skill development in multiple domains

• Addressable by any member of the IFSP team

o Written so that child and family are the “actors”

o Early interventionists and therapists are not the actors in the outcome

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Remember…The outcome should state:

• “Annabelle will help her dad with the laundry by pulling up and standing at the dryer on her own and putting clothes into the laundry basket with her dad close by,"

Rather than

• "Annabelle will pull to a standing position at the couch and maintain her balance."

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Criteria Definitions

Is jargon-free, clear and simple

• Understandable by family and the general public.

Doesn’t include professional jargon or practitioner “speak”

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Remember…The outcome should state:

• “David will reach up and grab the toy when he is playing with his mom” or “Carrie will ask for a cracker when she is having lunch with her family”

Rather than

• “David will increase his “range of motion” or “Carrie will improve her articulation skills”

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Criteria DefinitionsEmphasizes the positive, not

the negative

• Focus of the whole outcome is positive

• States what the child and family will do

o Doesn’t state what the child will not do or will stop doing

• Any negative words creates a negative statement

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Remember…

The outcome should state:

• “Johnny will chew and swallow food when eating with his family”

Rather than

• “Johnny will not spit out food when eating with his family”

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Criteria DefinitionsUses active rather passive words

• Use words (such as eat, play, talk, walk) that encourage a child and family’s active participation

• Words that indicate what the child or family will do

Passive words reflect a state of being or a change or lack of change in performance

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Remember…The outcome should state:

• “Charlotte will sit next to her sister and play with the toys”

• “Abigail will talk with her family during meals”

Rather than

• “Charlotte will tolerate her sister’s presence at playtime”

• “Abigail will increase her communication during meals”

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Developing Child Outcomes

What 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.”

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“Romeo will improve muscle tone for sitting.”

Not This

“Romeo will play with toys and eat meals with his family by

sitting without much support.”

This

Child Outcome: Example

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Developing Family Outcomes

What parent states:

“We want to be able

to take Romeo with us in the car;

we need a travel car seat.”

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“Staff will explore options for financial assistance for car

seats.”

Not This

“Karen and Mark will explore options for

financial assistance for car seats and secure

one.”

This

Family Outcome: Example

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IFSP Outcomes Rating Activity

Now it’s time to check and see how much you learned about understanding of the criteria needed to develop and write high quality, functional, participation-based Individualized Family Service Plan (IFSP) outcomes.

Download and print a copy of the Worksheet for Rating IFSP outcomes. Please rate each outcome statement by writing “yes” or “no” in each quadrant of the table, based on whether the statement meets each of corresponding criteria.

When you are finished, check your answers by continuing with the PowerPoint

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Lily will go fishing with her family and hold her own pole

Necessary/

Functional

Real-lifeContextua

lSettings

CrossesDomains/Discipline

-Free

Jargon-Free

Positive, Not

Negative

Active, Not

Passive

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Lily will go fishing with her family and hold her own pole

Necessary/

Functional

Real-lifeContextua

lSettings

CrossesDomains/Discipline

-Free

Jargon-Free

Positive, Not

Negative

Active, Not

Passive

Yes Yes Yes Yes Yes Yes

This is a participation-based, functional, high-quality IFSP outcome!

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Davis will talk more and pronounce words better

Necessary/

Functional

Real-lifeContextua

lSettings

CrossesDomains/Discipline-

Free

Jargon-Free

Positive, Not

Negative

Active, Not

Passive

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Davis will talk more and pronounce words better

Necessary/

Functional

Real-lifeContextua

lSettings

CrossesDomains/Discipline-

Free

Jargon-Free

Positive, Not

Negative

Active, Not

Passive

Yes No No Yes Yes Yes

Remember to include real-life situations that promote skill acquisition in more than one

developmental domain

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Robin will stop having tantrums at separation from primary caregiver when

going to daycareNecessar

y/Functiona

l

Real-lifeContextu

alSettings

CrossesDomains/Discipline

-Free

Jargon-Free

Positive, Not

Negative

Active, Not

Passive

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Robin will stop having tantrums at separation from primary caregiver when

going to daycareNecessar

y/Functiona

l

Real-lifeContextu

alSettings

CrossesDomains/Discipline

-Free

Jargon-Free

Positive, Not

Negative

Active, Not

Passive

Yes Yes Yes No No Yes

Use “Mom”, “Dad”, or “Grandma” instead of “primary caregiver”, and state the outcome

positively by saying “say goodbye calmly” instead of “stop having tantrums”

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Marcus will play in the backyard getting around on his own using his walker

Necessary/

Functional

Real-lifeContextua

lSettings

CrossesDomains/Discipline

-Free

Jargon-Free

Positive, Not

Negative

Active, Not

Passive

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Marcus will play in the backyard getting around on his own using his walker

Necessary/

Functional

Real-lifeContextua

lSettings

CrossesDomains/Discipline

-Free

Jargon-Free

Positive, Not

Negative

Active, Not

Passive

Yes Yes Yes Yes Yes Yes

This is a participation-based, functional, high-quality IFSP outcome!

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Lanesha will gradually stop eating baby food and eat more solid foods

Necessary/

Functional

Real-lifeContextua

lSettings

CrossesDomains/Discipline

-Free

Jargon-Free

Positive, Not

Negative

Active, Not

Passive

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Lanesha will gradually stop eating baby food and eat more solid foods

Necessary/

Functional

Real-lifeContextua

lSettings

CrossesDomains/Discipline

-Free

Jargon-Free

Positive, Not

Negative

Active, Not

Passive

Yes No Yes Yes No Yes

Remember to create an outcome where the child and family can be actively involved in the success of the

outcome through their daily activities or routines. Focus on what you want Lanesha to do-not what you

want her to stop doing.

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Thomas will put up with lying on his stomach for 10 minutes without crying

Necessary/

Functional

Real-lifeContextua

lSettings

CrossesDomains/Discipline

-Free

Jargon-Free

Positive, Not

Negative

Active, Not

Passive

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Thomas will put up with lying on his stomach for 10 minutes without crying

Necessary/

Functional

Real-lifeContextua

lSettings

CrossesDomains/Discipline

-Free

Jargon-Free

Positive, Not

Negative

Active, Not

Passive

No No Yes Yes No No

It would be more functionally appropriate to have activities that encourage to play (i.e.: Thomas will play with toys on the floor rolling, reaching, and grabbing). Again, the focus should be on real-life settings, and the outcome should be framed positively

and actively.

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Ahmet will get to eat what he wants during meals by pointing or looking at the choices

his parents provide

Necessary/

Functional

Real-lifeContextua

lSettings

CrossesDomains/Discipline

-Free

Jargon-Free

Positive, Not

Negative

Active, Not

Passive

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Ahmet will get to eat what he wants during meals by pointing or looking at the choices

his parents provide

Necessary/

Functional

Real-lifeContextua

lSettings

CrossesDomains/Discipline

-Free

Jargon-Free

Positive, Not

Negative

Active, Not

Passive

Yes Yes Yes Yes Yes Yes

This is a participation-based, functional, high-quality IFSP

outcome!