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Questions Related to Everyday Activities and Routines

Questions Related to Everyday Activities and Routines. Can you tell me about your day? What happens most mornings? Afternoons? Nights? Weekends? Where do you and your child spend time?

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Questions Related to Everyday Activities and Routines

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  1. Questions Related to Everyday Activities and Routines • Can you tell me about your day? • What happens most mornings? Afternoons? Nights? Weekends? • Where do you and your child spend time? • What activities do you and your child like to do together (e.g., hiking, going on picnics, playing games at home)? • What do you and your child do on a regular basis (e.g., go to the store, give kids a bath, feed the horses, prepare meals, walk the dog)? • What are your child’s interests? • What does your child enjoy and what holds your child’s attention (e.g., people, places, things)?

  2. Questions Related to Everyday Activities and Routines • What makes your child happy, laugh and/or smile? • What routines and/or activities does your child not like? What makes it difficult and uncomfortable for your child? What does your child usually do during the routine/activity? • Who are key family members, other caregivers, or important people who spend time with your child and where? • What activities do you do or places do you visit less frequently (e.g., doctor’s appointments, visiting grandparents)? • Are there activities that you used to do before your child was born that you would like to do again? • Are there new activities that you and your child would like to try?

  3. Where is Functional Assessment performed? Onlyin the children’s natural everyday settings, activities, and routines

  4. Using Informationto Develop Outcomes/Goals • Start with parents’/caregivers’ priorities about child’s learning/development and/or family’s needs • Consider what’s working and what’s challenging in everyday routines and activities • Consider how the child’s developmental skills, needs and disability influence the child’s learning and participation in everyday routines and activities

  5. How: Gathering Relevant Information… • Improve Functional Abilities • Social Relations • Engagement • Independence Routines/Activities not going well Employ Strategies Hindering Factors Helping Factors Identify Learning Opportunities Enhance Learning Opportunities Employ Strategies • Improve Routine • Promote • Social Relations • Engagement • Independence Routines/Activities going well Campbell, P. [n.d.] Intervention Decision-Making Chart. Thomas Jefferson University. Retrieved September 2012 from http://jeffline.tju.edu/cfsrp/pdfs/Intervention%20Decision%20Making%20Chart.pdf.

  6. Relationship of Outcomes/Goalsto Placement and Services First… develop IFSP outcomes/IEP goals based on functional, authentic assessment information Then… determine placement, services and supports based on what is necessary to meet the outcomes/goals

  7. Requirements for IFSP Outcomes IFSP must include: • 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) • 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)

  8. IFSP Outcomes • IFSP Outcomes: “What would your family like to see happen for your child/family?” • Two types of outcomes • Child Outcomes • Family Outcomes

  9. IFSP Child Outcomes Two types of child outcomes: • Participation-based • Routine/activity-based Child outcomes should: • Enhance learning through functional participation in everyday activities (child is learner/actor) • Be important and meaningful to the family/caregiver (priorities) • Expand activity settings so child can be competent • Be based on child’s interests

  10. IFSP Family Outcomes Two types of family outcomes: • Participation-based • Resource-based Family outcomes should: • Enhance capacity of (family is learner/actor) • Support accessing community resources and supports (service coordinator supported) • Be important and meaningful to the family/caregiver (priorities) • Be based on family’s interests

  11. Developing IFSP Outcome Statments McWilliam, R.A. (2006). Steps to build a functional outcome. Retrieved from http://www.siskin.org/downloads/Steps_to_Build_a_Functional_Child_Outcome.pdf

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