Developing and Implementing IFSPs Module

Outcome

Understand the purpose and scope of an IFSP as a vehicle for selecting family-desired supports and services in natural environments

Objectives

• Discuss the evidence supporting community-based early intervention and the importance of providing family or child supports and services in natural environments
  
  
• Explain the variety of ways that formal and informal family or child supports and services can be offered
  
  
• Explain how the identification of a family’s priorities, concerns, and resources provides the foundation for decision-making during the development of an IFSP
  
  
• Explain the purpose for developing a flexible IFSP with families that reflects their desired outcomes
  
  
• Identify the information which must be included on an IFSP, and how to facilitate discussion with families to ensure all IFSP components are addressed
  
  
• Identify at least four concerns families may voice during the development of an IFSP for their child
  
  
• Describe how to assist families to identify their desired outcomes
  
  
• Identify the components of a functional outcome, measurable criteria, and effective strategies and illustrate with three examples
  
  
• Describe the factors to consider in determining the frequency and intensity of family or child supports and services
  
  
• Describe at least four decisions to make with family members while developing a flexible IFSP

Summary of Activities:

Guiding questions: Developing and Implementing the IFSP

• What aspects of family or community life do family members want their child to participate in?
• Which formal and informal early intervention supports and service can help family members achieve their desired outcomes for their child?

NOTE

Maryland’s IFSP document has specific instructions on the back of each page for completing each section.

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RELATED RESOURCES

 

	Type
Purpose of Planning with Families for Evaluation and Assessment Essential Content from IFSP module 1, Planning with Families	Reference

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Why this topic was selected
Developing and Implementing ISFPs defines early intervention as the formal and informal supports and services that will help each family implement the strategies necessary to reach their desired outcomes. This session focuses on identifying, with families, the IFSP outcomes, criteria, strategies, supports and services that enhance a child’s participation within meaningful contexts for each family. This is the heart of the natural environment mandate in the Individuals with Disabilities Education Act -- to support families to ensure that their very young children participate in meaningful routines and activities, in and out of their home.

Developing and Implementing ISFPs draws on the planning discussion with families that guided a child’s initial evaluation and assessment for eligibility for a Local Infants and Toddler’s Program in Maryland. Information about a family’s priorities, concerns, and resources, together with the data and observations collected during a child’s evaluation and assessment, lays the foundation for a discussion between family members and early intervention providers about developing an Individualized Family Service Plan (IFSP).

Specifically, Developing and Implementing ISFPs focuses on including families in making decisions about four key components of an IFSP:

1. functional outcomes for a child and/or family members;
2. measurable criteria;
3. effective strategies; and
4. formal and informal family and child supports and services.

Functional outcomes are the cornerstone for providing early intervention supports and services to families and children in natural environments. Functional outcomes specify where each family wants to go and direct early intervention providers to focus their expertise on ensuring that a child participates in specific contexts within family and community life. Traditionally, IFSP outcomes have represented domain specific skills (e.g., Aman will push up on hands and knees, or Gina will use signs) that require formal services from a professional in a specific discipline. For example, a physical or occupational therapist might work with Aman to help him learn to crawl, and a speech-language pathologist or special educator might help Gina learn to use signs to communicate.