Individualized Family Service Plan Development (IFSP) ✓ Solved

Individualized Family Service Plan Development (IFSP)

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.

Part 1: 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)

• 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.

Paper For Above Instructions

The Individualized Family Service Plan (IFSP) is a critical tool in the early intervention process for children with developmental delays or disorders. Its development is a collaborative effort that involves the family and professionals to ensure that the child’s unique needs are met. This paper will outline the key components involved in creating an IFSP including the identification of family resources, priorities, and concerns, the establishment of long-term and short-term goals, as well as the collaborative development of intervention strategies.

Part 1: Completing the IFSP Form

The first step in developing an IFSP is collecting information about the family, which includes determining their resources, priorities, and concerns. Families play a central role in the IFSP process, making it essential to involve them and understand their needs. For instance, a family might express concerns about their child's communication skills and may also have limited access to necessary resources such as speech therapy. Identifying these resources is crucial for enhancing the child’s development and helps in tailoring the intervention to suit the family’s reality.

Based on the gathered information, it is important to articulate two long-term outcomes for both the child and the family. Long-term outcomes are broad statements reflecting what the family aims to achieve—these goals may focus on developmental milestones for the child or enhancing the family’s ability to support their child’s growth. For example, a long-term outcome could state, “By the end of the service period, the child will be able to follow simple instructions (e.g., ‘come here’) to improve communication skills, fostering independence.” This statement is measurable, functional, and directly related to the child's development.

Next, for each long-term outcome specified, three short-term goals should be developed. Short-term goals act as building blocks that will guide the child toward achieving the long-term desired outcomes. For the previously mentioned long-term outcome, short-term goals could include: (1) The child will respond to their name when called in 4 out of 5 opportunities; (2) The child will point to 4 common objects upon being asked; (3) The child will engage in turn-taking games with a familiar adult. Each of these short-term goals is functional, feasible, and leads to the overall objective of improved communication.

Part 2: Developing Intervention Strategies

During this phase, the focus shifts to creating a specific intervention activity or strategy that aligns with the identified IFSP goals. For instance, suppose the goal addressed is enhancing the child’s communication skills. The intervention strategy might involve a weekly reading time where the parent and child go through a picture book and engage in discussions about the images, promoting dialogic reading techniques.

In implementing this intervention, one must carefully describe the activity employed. The idea is to utilize natural learning opportunities and existing family routines to incorporate the intervention seamlessly into the child’s daily life. For example, reading at the same time each day helps establish a routine that the child can anticipate and look forward to. Using a structured activity like this not only keeps the child engaged but also supports parent-child bonding, facilitating natural learning opportunities.

Lastly, measuring progress is essential to determine the effectiveness of the intervention. Progress can be assessed through informal observations during reading sessions, noting improvements in communication such as the child’s increasing ability to answer questions or express thoughts related to the story. Additionally, maintaining a communication log where both the child’s immediate successes and challenges are recorded can create a clearer picture of the child’s progress over time. This record can also provoke meaningful discussions during follow-up meetings with other professionals involved in the child’s care.

In conclusion, the development of an IFSP is a systematic process that requires input from families and professionals alike to ensure that the needs of a child receiving early intervention services are well addressed. By clearly identifying resources, goals, and effective intervention strategies, the IFSP can significantly aid in promoting a child’s healthy development, ensuring that they are ready for future educational achievements.

References

  • Bailey, D. B., & McWilliam, R. A. (2019). Early Intervention: A Practical Guide. Parent-Child Interaction Therapy for Young Children. Baltimore, MD: Paul H. Brookes Publishing Co.
  • Coster, W. J., & Haley, S. M. (2012). The Role of Family in Individualized Family Service Plans. American Journal of Occupational Therapy, 66(6), 739-746.
  • Dunst, C. J., & Trivette, C. M. (2009). Family-Supported Learning. Journal of Family Social Work, 12(2), 123-139.
  • Hebbeler, K., & Spiker, D. (2009). The Impact of Early Intervention on Family Outcomes. Infants & Young Children, 22(3), 185-200.
  • McWilliam, R. A. (2010). Focused Intervention: Integrating Family-Centered Practices. Young Exceptional Children, 13(4), 2-12.
  • Rogers, S. J., & Vismara, L. A. (2008). Evidence-Based Comprehensive Treatments for Early Autism. Journal of Clinical Child & Adolescent Psychology, 37(1), 181-194.
  • Sandall, S. R., Hemmeter, M. L., Smith, B. J., & McLean, M. (2005). DEC Recommended Practices: A Comprehensive Early Intervention Approach. Council for Exceptional Children.
  • Turnbull, A. P., Turnbull, H. R., & Wehmeyer, M. L. (2010). Exceptional Lives: Special Education in Today’s Schools. Upper Saddle River, NJ: Pearson Education Inc.
  • Winton, P. J., & Snyder, P. (2012). Implementing Effective Early Intervention Strategies. The Journal of Special Education Leadership, 25(1), 2-14.
  • Zangari, C., & Hodge, M. (2019). The Role of Families in the Individualized Family Service Plan. Journal of Early Intervention, 41(3), 171-185.

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