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IFSP and Functional Outcome and Goal Development

IFSP and Functional Outcome and Goal Development. Provider Onboarding Series 2 Brenda Amos-Moss a nd Donna DeSanto. IFSP Development: Functional Outcome and Goal Development. At the end of this series you will know: What an IFSP is What an IFSP looks like

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IFSP and Functional Outcome and Goal Development

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  1. IFSP and Functional Outcome and Goal Development Provider Onboarding Series 2 Brenda Amos-Moss and Donna DeSanto

  2. IFSP Development: Functional Outcome and Goal Development At the end of this series you will know: • What an IFSP is • What an IFSP looks like • How to develop Functional Outcomes and Goals • Be able to participate in the Periodic Review of the IFSP • Understand your role in Initial and Annual IFSP Development

  3. An IFSP is • The authorizing document for supports and services that the child and family receive as a participant in the Early Steps program. • It provides information about the family, child’s medical history, family composition, and concerns regarding child’s development. • It documents evaluation and assessment information. • Outcomes are developed that reflect the family’s concerns and strategies are identified to address the outcomes. • The IFSP authorizes frequency, intensity, duration of service, identifies provider of service and payment source. • It also documents all participants in the development of the IFSP. • Provides a plan for children transitioning from Early Steps at age three.

  4. Initial IFSP Development • Occurs after the child is determined eligible for Early Steps. • Based on concerns of the parents and the outcomes developed by the team. • Contains the story of the child and family. • Summarizes the initial evaluation and assessment. • Documents outcomes that the family would like to have happen as a result of supports and services. • Provides timeframe during which intervention will occur, frequency of service and identifies Primary Service Provider. • Identifies who was present for the initial evaluation.

  5. Developing the Initial IFSP Present for initial IFSP development are the Family, Service Coordinator and two or more Evaluators.

  6. Periodic Review • Purpose is to review progress made towards achieving outcomes over the past review period. • Participants include: primary provider, parents and service coordinator. • Provides the opportunity to modify or revise any outcomes as needed. • Any additional concerns or needs are addressed and added to outcomes. • Primary provider can participate face to face or by telephone.

  7. Annual Review • IDEA Part-C requires an annual review be conducted by IFSP Team. • IFSP Team re-determines eligibility and assesses continued appropriateness of outcomes. • Participants include family, service coordinator and 2 providers. • Primary must participate face to face. • A new complete IFSP is developed. • Previous outcomes are revisited and may be modified or new outcomes developed as needed.

  8. Primary Service Provider must maintain good communication with the child’s service coordinator throughout participation in the program. Primary Service Provider must begin service delivery within 30 days from initial IFSP development.

  9. Primary Service Provider documents in weekly notes the child’s functional outcomes they are working on with the family and the strategies provided to the family for achieving those outcomes. A copy of the weekly home visit note is given to the family and monthly copies of all home visit notes are provided to the child’s service coordinator.

  10. Key to development of outcomes: • Creating a clear link between every step of the IFSP process beginning with the routine based interview completed by the service coordinator with the family prior to initial evaluation. • Three important skills for the team: • Ability to gather information from families paying attention to what is working well for the family and what is challenging for them. • Assessment/evaluation must be a clear picture of the child’s abilities and needs in their daily routines. • Ability to use this information to develop outcomes and goals.

  11. Six Criteria for developing outcomes: • The outcome statement is necessary and functional for the child’s family life. • The statement reflects real-life settings (holding own bottle or spoon, sitting in a stroller) NOT TEST ITEMS. • The wording of the statement is jargon free, clear and simple. • The outcome is discipline free. • The statement avoids use of passive words: (tolerate, receive, improve and maintain). • The wording emphasizes the positive.

  12. Criteria to evaluate your outcome: • The outcome is based on the family’s priorities and concerns. • The outcome describes both child’s strengths and needs based on the information gathered from initial evaluation and on/going assessments.

  13. Six criteria for developing Goals: • The goal should state how the child will demonstrate what he/she knows. • Should be measurable and observable. • Describes the condition in which the child will demonstrate progress. • Is jargon free, ie: 2 out of 3 tries. • Describes child’s involvement in age-appropriate activities. • The wording emphasizes the positive.

  14. Quiz for Development of Functional Outcomes Donna DeSanto & Brenda Amos-Moss

  15. Quiz for Developing Functional Outcomes and Goals: Please check either yes or no to the following statements. If you check no please tell us why the statement is not functional. • Kathy will play with her toys so her mother can make breakfast and get her other children off to school. Yes NO • I want Emily to walk. Yes No • Johnny will play with his brother and express himself without hitting. Yes No • Sean will make some friends during story time at the library. Yes No

  16. Quiz Continued: 5. Marissa will play in her backyard getting around on her own using her walker. Yes No 6. Brenda will talk more and pronounce her words better. Yes No 7. Mary will stop having tantrums at separation. Yes No 8. Ruby will participate in reciprocal turn-taking during one to one facilitation. Yes No

  17. Quiz continued 9. When given two objects Molly will choose by reaching or pointing to the object she wants 3 out 4 times each day. • YES NO 10. Bev will improve her attention to routine tasks. • Yes No 11. Madison will climb up and down the steps in her house without holding an adults hand three times each day. • Yes No 12. During both morning and evening bath time routines Kathy will wash her hands. • Yes No

  18. Now that you have completed Series 2 of the onboarding process, please complete the next series titled: Coaching In Early Intervention Series 3

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