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education

Open Posted By: ahmad8858 Date: 17/02/2021 Graduate Report Writing

Individualized Family Service Plan Development (IFSP) (25 points-small group project)
This project is an in-class group activity. Students will be given a case study about a family with a child who is eligible to receive early intervention services.
Part1: Students will complete a blank IFSP form with all relevant information. Students are required to determine the family’s resources, priorities, and concerns and then generate longterm outcomes (functional goals) and short-term goals for the IFSP.
• Based on the information students have about the family, they will list their resources,
priorities, and concerns related to enhancing the child’s development. (5 points)
8
• Students will write two long-term outcomes (functional goals) for the child and family.
This is a statement of what the family would like to see happen as a result of early
intervention services. The outcomes may be developmental goals for the child or be
related to the family’s ability to enhance the child’s development. The outcome must be functionally stated, in family terms and measurable. (5 points)
• For each long-term outcome, students will write three short-term goals. Short-term goals are building blocks that lead to the achievement of the long-term outcome. These goals should be written from the perspective of what the child should be able to accomplish, should represent an end result, and should be functional and measurable. (8 points)

Part 2: Students will collaboratively develop an intervention activity / strategy to support an IFSP goal to implement in the case study child’s natural environment. (7 points)
a. What IFSP goal is addressed?
b. Describe the activity / intervention
c. Describe how natural learning opportunities or family routines are used to support
the intervention activity 
d. Describe how you know the child or family made progress.

Category: Engineering & Sciences Subjects: Engineering Deadline: 12 Hours Budget: $120 - $180 Pages: 2-3 Pages (Short Assignment)

Attachment 1

IFSP Sample Template

Child’s name ________________________ Age _______________________ Date ______________________

Service Coordinator_(this will be you)_________________________________ Review Date _(the date you

submit)_____________________

I. Statements of Family Strengths and Resources

II. Statements of Family Concerns and Priorities

*Concerns:

*Priorities:

III. Child’s Present Level of Development and Abilities

Cognitive Skills (Thinking, reasoning, and learning)

Communication Skills (Understanding, communicating with others, and expressing self with others)

Self- Care/Adaptive Skills (Bathing, feeding, dressing, and toileting)

Gross and Fine Motor Skills (Moving)

Social-Emotional Development (Feelings, coping, and getting along with others)

Health/Physical Development (Hearing, vision, and health)

IV. Outcome Statements

• Write one Goal with a strategy or activity that Dashawn must master before the next meeting in 6month.

• Write one goal with a strategy or activity that his parents must due before the next meeting in six months.

Attachment 2

The Individualized Family Service Plan (IFSP) and the Individualized Education Program (IEP)

Definition of the IFSP

A plan of services for infants and toddlers and their

families. Such a plan includes statements regarding the

child’s present developmental level, the family’s

strengths and needs, the major outcomes of the plan,

specific interventions and delivery systems to

accomplish outcomes, dates of initiation and duration of

services, and a plan for transition into

public schools.

Definition of the IEP

A program devised to satisfy IDEA’s requirement that

students with disabilities must receive an educational

program based on multidisciplinary assessment and

designed to meet their individual needs. The IEP must

include consideration of the student’s present level of

performance, annual goals, special education and related

services, time in general education,

timeline for special education services,

and an annual evaluation.

FIRST THING!!!!!
(before anything else)

  • PARENTAL CONSENT
  • Parents as partners
  • Cultural, ethnic, and linguistic differences
  • Family’s strengths and needs
  • Child’s strengths and needs

Process of the IFSP

SCREENING. Child Find,

established in the 1960s

(though not added to law

until 1986) as an effort to

find children with disabilities

and other special needs,

does a screening to find

those children. Those that

need further evaluation go

on to diagnostic testing.

Definition of a couple of terms …

  • VALIDITY: a test that measures what it purports to measure.
  • RELIABILITY: how accurate, de-pendable, and predictable a test is.
  • SENSITIVITY: ability of a screening tool to identify correctly children with disabilities.
  • SPECIFICITY: ability of a screening tool to correctly identify children who do NOT have a disability

Back to IFSP process

DETERMINING ELIGIBILITY. Eligibility for

special education and related services cannot be

made on a single test or assessment. The data

must be gleaned from several domains and

sources. Assessment tools must be in a child’s

native language. This does not mean a tool that

has been TRANSLATED – this screws with the

test’s validity and reliability.

IFSP process

PLANNING THE PROGRAM – to plan a

program that will benefit the family and the

child; the writing of the IFSP with all domains

considered and a part of the writing. IFSP

outlines what services will be delivered, how

they will be delivered, and what skills and areas

will be addressed.

End of IFSP process . . .

MONITORING PROGRESS and

EVALUATING THE PROGRAM: the IFSP

should be reevaluated at least once a year.

From these evaluations, the program may be

modified to better suit the

child’s strengths and needs.

TERMINOLOGY

  • Service coordinator: an interdisciplinary team member responsible for integrating services and keeping the family informed and involved.
  • Assistive technology: various kinds of equipment designed to facilitate learning and communication for children with disabilities.
  • Itinerant special education teacher: a consultant that travels between several classrooms for service delivery

TERMINOLOGY

  • AUDIOLOGIST: a specially certified professional who focuses on hearing testing and hearing impairments
  • DURATION MEASURES: how long an event or behavior lasts.
  • FREQUENCY COUNTS: keeping track of how often a behavior occurs
  • INTERDISCIPLINARY TEAM: several different professionals working together on a common problem
  • IQ TESTS: intelligence tests, norm-referenced

TERMINOLOGY

  • LEAST RESTRICTIVE ENVIRONMENT: most normalized environment in which the needs of a child with disabilities can be met appropriately.
  • MULTIDISCIPLINARY: involving members of various disciplines who work independently but exchange findings
  • NORM-REFERENCED ASSESSMENT: instrument that compares a child’s developmental level to a normative sample of same-age peers.

TERMINOLOGY

  • ORIENTATION AND MOBILITY SPECIALIST: therapist who works with children with visual impairments to teach awareness of their position in the environment, of significant objects, and how to move safely and efficiently in the environment.
  • PATHOLOGIST: professional who focuses on diseases or impairments.
  • PEDIATRIC OPHTHALMOLOGIST: physician who specializes in diseases and malfunctioning of the eyes in developmental years.

TERMINOLOGY

  • PORTFOLIO: a carefully selected collection of a child’s work that is used to document growth and development.
  • PSYCHOLINGUIST: one who studies and analyzes the acquisition and production of language
  • PSYCHOPATHOLOGIST: one who specializes in viewing mental disorders from a psychological perspective.
  • SECONDARY PREVENTION: providing adequate intervention services before the condition worsens or affects other areas of development.

TERMINOLOGY

  • SERVICE DELIVERY MODEL: a formal plan devised by the various agencies involved in providing services to a child and his/her family.
  • STANDARDIZED TESTS: assessment instruments that include precise directions for administering and scoring.
  • TRANSDISCIPLINARY TEAM: a team that shares the responsibilities for assessment, program planning, implementation, and evaluation across members.

TYPES OF TEACHER
OBSERVATIONAL ASSESSMENTS:

  • CHECKLISTS
  • FREQUENCY COUNTS
  • DURATION MEASURES
  • ANECDOTAL NOTES
  • RUNNING RECORDS
  • LOGS, JOURNALS, DIARIES
  • TIME SAMPLING
  • LANGUAGE SAMPLING
  • PORTFOLIO

TEACHERS SHOULD NOT:

  • MAKE A DIAGNOSIS!!!
  • Use LABELS to describe children
  • Raise parents’ ANXIETY
  • TELL parents what to do
  • JUMP TO CONCLUSIONS without adequate data

TEACHERS SHOULD:

  • Work well with families
  • Voice concerns to families
  • Listen carefully and respectfully
  • Be knowledgeable
  • Be culturally sensitive
  • Work collaboratively with parents
  • Remember that all children (and all parents) are different and unique.

PROCESS OF THE IEP

Same as for IFSP: screen,

diagnose, plan program,

monitor, and evaluate.

  • Should include
  • child’s present levels
  • Long term goals
  • Short term objectives
  • Specific services to be provided
  • Accountability
  • Where and when

WHO IS ON THE TEAM???

  • PARENTS
  • Child’s regular classroom teacher
  • Child’s special education teacher
  • Principal or vice-principal or program head (LEA representative)
  • A person who can interpret the data
  • Service coordinator or equivalent
  • School counselor or equivalent
  • Interpreter
  • Physical therapist
  • Occupational therapist
  • Psychologist
  • Medical Doctor
  • Speech-Language Pathologist
  • Community support person
  • Social Worker
  • Orientation and Mobility Specialist
  • Lawyers
  • Behavior specialists
  • Assistive technology specialist
  • Vision Specialist
  • ASL interpreter
  • Other interested or involved parties

Informal Assessment Measures

Checklist: a method

of documenting the

presence or absence of

skill or behavior in a

developmental

sequence.

~class activity

Frequency Count:

keeping track of how

often a behavior

occurs.

~watch how many times players in white shirts pass ball

http://viscog.beckman.uiuc.edu/grafs/demos/15.html

Informal Assessment Measures

Running Records:

detailed account of a

segment of time,

recording all behaviors

and quotes during that

time.

~write down EVERYTHING exactly

http://www.youtube.com/watch?v=-ulsq4a2SCg&feature=related

*

Informal Assessment Measures

Logs, Journals,

Diaries: a form of

observation technique

that involves making a

page of notes about

children’s behavior in a

cumulative journal.

Time sampling:

method of recording

where children are by

choice at a certain

time, measuring

attention span and

interests.

Informal Assessment Measures

Anecdotal Notes:

Factual narrative of an

incident

Portfolio: a carefully

selected collection of a

child’s work that is

used to document

growth and

development.

Informal Assessment Measures

Duration Measures:

How long an event or

behavior lasts

~ about 4 minutes

~ how many questions Will asks

~ how many letters in his answer?

~ how many times does he use the letter Q?

http://www.youtube.com/watch?v=GoGZ7rhZNHo