Writing Family-Guided IFSP Outcomes

Feel free to print and/or copy any original materials contained in this packet. KITS has purchased the right to reproduce the copyrighted articles included in this packet. Any additional duplication should adhere to appropriate copyright law.

The example organizations, people, places, and events depicted herein are fictitious. No association with any real organization, person, places, or events is intended or should be inferred.

_{Compiled by Vera Lynne Stroup-Rentier, M.Ed., and David P. Lindeman, Ph.D.} 

_{June 2004}

_{Kansas Inservice Training System}

_{Kansas University Center on Developmental Disabilities}

_{Adapted for accessibility and transferred to new website October 2022}

_{Kansas Inservice Training System is supported though Part C, IDEA Funds from the Kansas Department of Health and Environment.}

_{The University of Kansas is and Equal Opportunity/Affirmative Action Employer and does not discriminate in its programs and activities. Federal and state legislation prohibits discrimination on the basis of race, religion, color, national origin, ancestry, sex, age, disability, and veteran status. In addition, University policies prohibit discrimination on the basis of sexual orientation, marital status, and parental status.}

Table of Contents

Letter from the Director

Overview for Family-Guided IFSP Development

Introduction to Family-Guided IFSP Planning Outcome

Family Choice and Decision Making Process

The IFSP Process: Referral Through Program Evaluation

Writing Family-Guided Outcomes, Activities/Strategies

Evaluating Family-Guided Outcomes

Culminating Activity: Rating Your Own IFSP Outcomes

References, Resources and Websites

Packet Evaluation

Letter from the Director

June 2004

Dear Colleague,

Making IFSPs meaningful to families is an important job of early interventionists. Assisting families in writing IFSP outcomes that can be embedded into their daily activities and routines makes this document an easy “roadmap” for families to follow. This packet was developed to assist early interventionists/early childhood special educators who provide early intervention services to infants and toddlers in natural settings. Included in this packet are many examples of IFSP outcomes and ways to think about developing these outcomes with families. It is our belief that well written IFSP outcomes translate to better services for children and families.

We hope that you will find that the packet contains helpful information. After you have examined the packet, please complete the evaluation found at the end of this packet. Thank you for your interest and your efforts toward the development of quality services and programs for young children and their families.

Sincerely,

David P. Lindeman, Ph.D.

KITS Director

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Overview for Family-Guided IFSP Development

Steps in the IFSP Process

1. Identification
   • Someone in the community identifies a child who may be eligible for Part C.
2. Referral
   • A formal referral is made to the Part C point of entry within 2 working days of identification.
   • A family service coordinator is assigned as soon as possible.
3. First contact with family
   • Someone working in the Part C system contacts the family, explores their interest for involvement in service program, and begins exchanging information including the family’s parental rights.
4. Evaluation and assessment planning
   • The family gives permission for the Part C program to begin the evaluation and assessment process.
   • The family service coordinator assists the family and the evaluators in planning the evaluation.
5. Evaluation and assessment
   • A variety of people, identified with family, exchange information through formal and informal methods to determine eligibility and for planning.
6. Eligibility determination
   • The child’s eligibility for Part C entitlements is determined.
7. Planning for the initial IFSP meeting
   • The family service coordinator works with the family and other team members in preparing for the initial IFSP meeting.
8. Initial IFSP meeting
   • The family service coordinator, family, and team members gather to complete the IFSP plan of action.
9. IFSP implementation
   • The child and family receive the supports and services that were identified in the IFSP.
   • Families may accept or refuse any service(s) at any time.
10. Review and evaluation of the IFSP
    • The family service coordinator, family, and providers review and evaluate the IFSP on an ongoing basis, meeting timelines as required by law.
11. Transition
    • The family service coordinator, family, and providers begin planning for the child’s transition out of Part C.
    • Transition planning begins nine to twelve months prior to the child’s third birthday with the transition meeting occurring at least 90 days before birthday.

_{Adapted with permission from Early Childhood Connections for Infants, Toddlers & Families. (2001, May). Colorado service coordination core training program. Colorado Department of Education. Retrieved June 14, 2004, from http://www.cde.state.co.us/earlychildhoodconnections/scct/Module2_Slides.pdf. - PDF has since been removed from this web address.}

So...Who are the IFSP Team Members?

• It depends!
  • Family members
  • Family service coordinator
  • Multidisciplinary team members
  • Additional people important to the family
• Multidisciplinary Team Members Might Include
  • Audiologists
  • Family therapists
  • Nurses
  • Nutritionists
  • Occupational therapists
  • Orientation and mobility specialists
  • Pediatricians and other physicians
  • Physical therapists
  • Psychologists
  • Social workers
  • Special educators (early childhood specialists)
  • Speech and language pathologists
• Other IFSP Team Members Might Include
  • Intermediate family members
  • Extended family members
  • Other parents
  • Advocates
  • Child care providers
  • School district personnel
  • Clergy
  • Friends and neighbors
  • Others

_{Adapted with permission from Early Childhood Connections for Infants, Toddlers & Families. (2001, May). Colorado service coordination core training program. Colorado Department of Education. Retrieved June 14, 2004, from http:// www.cde.state.co.us/earlychildhoodconnections/scct/Module6_Slides.pdf - PDF has since been removed from this web address.}

What Do You Want the IFSP Team to Know About Your Child?

• Relevant pregnancy and birth history (Information collected should be used by the early interventionist to make decisions about program planning for this child and family. It should not be used to make judgments about the family.)
  • History of child’s growth and development
  • Medical information
  • When you were first concerned
  • Effect of child’s needs on the family
  • Family activities
  • Family choices
  • School district personnel
  • Clergy
  • Friends and neighbors
  • Others
  • Your concerns now
  • What is most important to you now
  • Helpful people and agencies
  • Other important events or information
  • Preference for how services will be delivered

_{Adapted from Together We Grow. (2001, February). Individual family service plan. Raleigh, NC: North Carolina Early Intervention Services. Retrieved March 26, 2004, from http://www.ncei.org/ei/publications.html - Site has since moved to} beearly.nc.gov

Initial and Annual IFSP Meetings

• Each initial and annual IFSP meeting could include the following participants:
  • The parent or parents of the child
  • Other family members, as requested by the parent
  • An advocate or person outside the family, if the parent requests
  • The family service coordinator who has been working with the family
  • A person or persons directly involved in conducting the evaluations and assessments
  • As appropriate, persons who will be providing services to the child or family
• If any of these people are unable to attend the meeting, arrangements may be made for the person’s involvement through other means, including:
  • Participating in a telephone conference call
  • Having a knowledgeable authorized representative attend
  • Making pertinent records available at the meeting
• The meeting will not occur without the parent or the family service coordinator.

_{Author. (1998). Procedure manual for infant-toddler services in Kansas. Topeka, KS: Kansas Department of Health and Environment, p. X-9 (Section 303.343 of the Federal Regulations).}

Planning for the IFSP (Federal Guidelines)

• Must be time and place convenient to the family
• Must be in family’s native language
• Family must have prior written notice of the IFSP meeting date and time

_{Author. (1998). Procedure manual for infant-toddler services in Kansas. Topeka, KS: Kansas Department of Health and Environment, p. X-8 (Section 303.343 of the Federal Regulations).}

Natural Environments

• The IFSP must describe:
  • The natural environments in which early intervention services will be provided; and
  • A justification of the extent, if any, to which the services will not be provided in a natural environment.

_{Author. (1998). Procedure manual for infant-toddler services in Kansas. Topeka, KS: Kansas Department of Health and Environment, p. X-5 (Section 303.344(d)(1)(ii) of the Federal Guidelines).}

Developing the Plan...Some Thoughts

• Ask yourself, “Would I find this child/family in this location/group if the child were not eligible for Part C services?”
• Discuss the importance of the planning process with family.
• Create meaningful plans that build on family routines, daily activities and everyday activities.
• Discuss with the family the collaborative nature of services to establish what services they need and what services they have.
• The focus of intervention/support should be the adults/caregivers in the child’s life so that they can learn how to support the child.

As providers of early intervention services, we should always strive to make families aware that we care about their child first and not their child’s disability...

Practices of People-First Language

In discussions with and about children and their families:

1. Focus on the individual, not the disability.
2. Avoid labeling people (i.e. autisitic child, welfare mother).
3. Emphasize abilities rather than limitations.
4. Keep a person’s disability in perspective.
5. Talk about people in ordinary terms.

_{Adapted with permission from Early Childhood Connections for Infants, Toddlers & Families. (2001, May). Colorado service coordination core training program. Colorado Department of Education. Retrieved June 14, 2004, from http://www.cde.state.co.us/earlychildhoodconnections/scct/Module4_Slides.pdf - PDF has since been removed from this web address.}

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Introduction to Family-Guided IFSP Planning Outcome

Family-Guided IFSP Planning Worksheet

When writing Individual Family Service Plans (IFSPs), it is often helpful to have a “planning worksheet or planning guide” to assist families with the decisions they will make during the IFSP meeting. Recording families strengths and resources as well as concerns and challenges help them to better articulate their own needs and desires for their child during the IFSP process. Additionally, completing the worksheet reinforces to the family that they are a vital team member and that their input is as important as everyone else’s on the team. As with other practices related to services, families should have the choice of whether to use the worksheet/guide. On the following pages are examples of different planning worksheets and how they might be completed to support the IFSP decision making process.

Family-Guided IFSP Planning Worksheet

Joseph’s Plan

What is the outcome? “Brenda needs more rest and sleep.”

What needs to change to make the natural supports more accessible and successful? “Joseph needs to sleep more than two hours at a time or Brenda will need help in caring for Joseph at night.”

What strengths, resources and supports are already in place?

• Resources: Both parents are home at night. Bob, Joseph’s father, is a sound sleeper but is a willing partner! Brenda’s sister, JoAnn, wants to help.
• Environments: Family is comfortable in their home, carpeted surfaces, natural lighting, sufficient space, variety of baby equipment. 
• Interactions: Caring, supportive interactions among adults and with Joseph.
• Skills: Reading cues, vocalizations, eye contact, adjusting positions, persistence.

What changes are needed to make these strengths more effective in progressing toward the outcome?

• Change in resources: Bob, Brenda and JoAnn need assistance in developing a plan to provide more support to Brenda. All adults need strategies to assist Joseph with sleep issues.
• Change in environments: Explore various positioning options for Joseph in his crib.

Roles of team members (who can help?)

• Bob does not wake up during the night when Joseph cries. However, he would like Brenda to wake him up so he can take his turn getting up with Joseph and Brenda can get more sleep.
• JoAnn would like to come over one or two evenings a week to spend time with Joseph and to give Brenda some time to rest.
• Tiny-k staff can advise/consult/provide information to parents/aunt. Tiny-k staff can spend time during home visits to support Brenda in caring for Joseph. Ellen, the occupational therapist, will show Brenda & other Tiny-k team members strategies to help Joseph sleep better.
• Brenda’s father, John is great at rigging things up once we have ideas of what might help Joseph. Should we look at all environments? Does Joseph sleep during the day in environments that are different than at night time?

Services needed to achieve outcome?

• Tiny-k program to provide special instruction through home visits at least two hours and up to six hours per month to address sleep issues with parents. 
• OT at least one hour and up to three hours per month for ongoing assessment, problem solving, consultation and instruction provided to parents/other care givers/ Tiny-k team members as needed. 

How will we know we are there?

• Bob gets up with Joseph three nights per week.
• Brenda is sleeping at least eight hours per night three nights during the week. 

_{Adapted from Van Horn, J. (1997). Working together/collaborative consultation: A family-responsive approach to therapy service delivery. Albuquerque, NM: Center for Development and Disability, University of New Mexico.}

Family-Guided IFSP Planning Worksheet

Blank Plan

What is the outcome? 

What needs to change to make the natural supports more accessible and successful? 

What strengths, resources and supports are already in place?

What changes are needed to make these strengths more effective in progressing toward the outcome?

Roles of team members (who can help?)

Services needed to achieve outcome?

How will we know we are there?

_{Adapted from Van Horn, J. (1997). Working together/collaborative consultation: A family-responsive approach to therapy service delivery. Albuquerque, NM: Center for Development and Disability, University of New Mexico.}

Kansas Early Intervention Program

IFSP Planning Guide

Example

Who: Grace

Age: 32 months

When (Date of IFSP): March 1

Time: 12:00 PM

Where (Location): Daycare

Phone: 123-4567 (daycare)

Family/Friends/Professionals/Agency Representatives to attend meeting:  Jill, Terri, George, Kim, Shelly

Concerns

• Child concerns:
  • We want her to play more appropriately with toys and other children
  • We do have concerns about her sneakiness
• Family Concerns (optional):
  • We want to make sure we are giving Grace the right experiences to help her develop appropriate social-emotional skills

Priorities

• Child Outcomes:
  • Getting her to express her wants and needs through gestures, words or signs instead of whining/yelling
  • Play skills and appropriate social behavior
• Family Interests:
  • Being a support to families who have internationally adopted children receiving early intervention services. 

Resources

• Child Strengths: (Include recent progress or changes, favorite activities, special qualities)
  • Grace likes to listen to music and dance
  • Grace loves going to daycare
• Family Resources: (Include available resources, abilities, supports)
  • Mom is familiar with how early intervention services work
  • Aunt Jane helps us a lot
  • We have a strong support system!
  • We have great daycare providers!

_{Adapted from: Family-guided Approaches to Collaborative Early Intervention Training and Services (FACETS I). (1996). University of Kansas Center on Developmental Disabilities at Parsons, 2601 Gabriel, Parsons, KS 67357.}

IFSP Planning Guide

Blank

Who:

Age: 

When (Date of IFSP): 

Time: 

Where (Location): 

Phone: 

Family/Friends/Professionals/Agency Representatives to attend meeting: 

Concerns:

Priorities:

Resources:

_{Adapted from: Family-guided Approaches to Collaborative Early Intervention Training and Services (FACETS I). (1996). University of Kansas Center on Developmental Disabilities at Parsons, 2601 Gabriel, Parsons, KS 67357.}

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Family Choice and Decision Making Process

The choice and decision making matrix is designed to assist family service coordinators in their work with families. It offers many choices for the family at each step in the early intervention system (check boxes are added for your convenience). This matrix is only a guide and not a prescriptive list of questions or activities to be completed. A program may add relevant choices as they provide particular services or choices to families in their program.

Choice and Decision Making Matrix for the IFSP

(This matrix is to be used only as a guide)

_{*A parent who either has, or has had, a child enrolled in early intervention and guides other families through the early intervention system.}

_{** Relationships which involve organized, voluntary, public or private agencies and provide social support.}

_{***Close relationships from which the family derives social support.}

_{Adapted from Cripe, J. W., & Lindeman, D. P. (2001, August 12). Choice and decision making matrix for family-guided approaches to early intervention. Parsons, KS: Family-guided Approaches to Collaborative Early Intervention and Training Services, Kansas University Center on Developmental Disabilities and Florida State University.}

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The IFSP Process: Referral Through Program Evaluation

This section provides examples of both child and family outcomes. These outcomes can be used as a model for writing outcomes in your program or you can use the Outcome Rating Scale (see last section of packet) to practice rating these outcomes before you try to evaluate your own outcomes. These outcome examples are to be used only as a guide but were written by “real” early interventionists and “real” families with children with delays and disabilities.

Linked System

The following diagram shows the timelines and activities related to the development and review of the IFSP.

_{Adapted with permission from Early Childhood Connections for Infants, Toddlers & Families. (2001, May). Colorado service coordination core training program. Colorado Department of Education. Retrieved June 14, 2004, from http:/ /www.cde.state.co.us/earlychildhoodconnections/scct/Module2_Slides.pdf - PDF has since been removed from web address.}

Starting Meaningful Conversations

There are many ways we can communicate with families and children receiving early intervention services. Sometimes it is difficult to get the information you need without struggling for words or saying something you really didn't mean to say. The information contained on the following pages will assist you in finding the right words and asking the right questions of families when you are trying to obtain information to create the IFSP.

Identifying Family Activities and Routines Conversation Starters

• Consider using some of these comments or questions to open a dialog about the child’s and family’s activities, environments, and routines.
• We’d like to learn about some of your child’s daily routines and activities for teaching and learning. By sharing your daily activities and routines, you are identifying potential times and places for your child’s intervention.
• Tell me about your day. What are the routines/activities or places that you go that most often occur for you and your child?
• What types of things happen on most:
  • Mornings?
  • Afternoons?
  • Nights?
  • Weekends?
• Life with children usually makes us be pretty flexible. Can you give me some ideas about what usually happens before or after ? (Use some event the care provider mentions-- “One Life to Live.” Systematically identify events, and then proceed.)
• If the care provider is having difficulty identifying activities or routines, ask some specific questions about some of the following: dressing, breakfast, watching TV, car travel, preparing meals, household chores, nap, lunch and evening meals, yard work, bath, bedtime stories, or hanging out.

Possible follow-up questions to consider:

• Are there any activities or places that you go (e.g., shopping, doctor’s appointments) that occur on a less than regular basis (e.g., once a week, every few days)?
• Are there other events that occur fairly regularly or during the weekend (e.g., sport events for siblings)?
• Who are the important people who participate in your child’s life? Who are helpful in your child’s care, and who may also have activities and routines for teaching and learning (e.g., grandparents, big brother, neighbor, friend)?
• What routines/activities does (child’s name) enjoy doing?
  • What makes this routine(s) enjoyable to ____?
  • What does ____ usually do during the routine/activity?
  • What do you (or the other care providers) do during the routine/activity?
  • How long does it take?
• Are there opportunities for your child to interact with other children?
  • How many other children participate in this routine/activity?
• What routine/activity(s) does ____not like?
  • What makes this routine/activity difficult or uncomfortable for _____ ?
  • What does ____ usually do during the routine/activity?
• What are your (family’s) expectations of the children during the routine/activity?
  • What do you do during the routine/activity?
  • How do you let the child know what is expected in this routine/activity?
• Are there better times for you during the day or locations that are more comfortable for intervention routines?

Summary Information

• Potential Outcomes
  • What to do:
• Care Provider and Child Routines
  • Who:
  • Which Routine:
• Good Times and Places
  • When:
  • Where:

Adapted from Cripe, J. (1990). Evaluating the effectiveness of training procedures in a linked system approach to individual family service plan development. Unpublished doctoral dissertation, University of Oregon, Eugene.

Cripe, J. W., & Venn, M. L. (1997, November). Family-guided routines for early intervention services. Young Exceptional Children, 1(1).

FACETS is a joint project of Kansas University Affiliated Program and Florida State University

Getting to Know Your Child

Form template

Activities and Games

Toys and Objects

Foods

People and Playmates

_{Adapted from: Noonan, M.J., & McCormick, L. (1993). Early Intervention in Natural Environments: Methods and procedures. Pacific Grove, CA. Brooks/Cole.}

It is important to give families every opportunity to participate fully in the IFSP process. By rewording the following questions an early interventionist will have a much more meaningful conversation about the child and family’s wants and needs. Below are commonly used closed-ended questions often heard in early intervention programs.

Reword these Questions:

Do you have concerns about your child’s development?

Are you happy with the supports and services you are receiving?

What do you need help with?

Does your child play with other kids?

Ways to reword the above questions might include some of the open-ended examples below.

Child Profile/Present Levels of Development

• Purpose: Collect information about the child from a variety of sources.
• Questions to consider:
  • What are your child’s strengths (What does your child do well? What are your child’s challenges?)
  • What does your child enjoy? (Activities? Toys? People? Places? Other things?)
  • Where do you go with your child in a typical week? (What do you do there?)
  • How does the assessment information fit with what you know and believe about your child?

_{Adapted with permission from Early Childhood Connections for Infants, Toddlers & Families. (2001, May). Colorado service coordination core training program. Colorado Department of Education. Retrieved June 14, 2004, from http://www.cde.state.co.us/earlychildhoodconnections/scct/Module4_Slides.pdf. - PDF has since been removed from web address.}

Creating Meaningful Plans

Making plans meaningful for families means that the family's desires for their child's future must. be linked to the relevant components of the IFSP. Information regarding the child's profile/present levels of development should address strengths and challenges as well as reflect the child and family's preferred and future activities/events. The concerns/priorities section should address how the concerns/priorities as well as the child's present level's of development should be the outcomes the family wants to see addressed for their child and/or themselves. The specific activities and strategies utilized to address outcomes should demonstrate the family's preferences in present and future events. These activities and strategies dictate which supports and services are linked together to provide optimal services for the child and family. Lastly, to complete a meaningful plan, delineating who, where, when and how we will pay for supports and services makes the plan useful for the family and the child as well as the early intervention team. 

Order of Meaningful Plans

1. Family's Desired Future of Child
2. Child's Profile/Present Levels of Development
3. Concerns and Priorities
4. Outcomes: Activities/Strategies
5. Supports and Early Intervention Services
6. Who, Where, When, How, $$$
7. Meaningful Plan

_{Adapted with permission from Early Childhood Connections for Infants, Toddlers & Families. (2001, May). Colorado service coordination core training program. Colorado Department of Education. Retrieved June 14, 2004, from http://www.cde.state.co.us/earlychildhoodconnections/scct/Module7_Slides.pdf - PDF has since been removed from web address.}

Concerns

• Purpose: Identify concerns that are important to the family, related to the child’s development.
• Questions to consider:
  • What’s working right now? What is not working?
  • What do you think your child needs help with?
  • What would make your life easier?
  • Are there activities you do not participate in, as a family, but wish you could?

Priorities

• Purpose: Identify the family’s most immediate concerns related to the child’s development.
• Questions to consider:
  • What are your most immediate concerns?
  • If you were to focus your energies on one thing, what would it be?
  • What would you like to see your child doing within the next six weeks? Six months?
  • Which of these concerns are most important to you?

Meaningful Outcomes

• Purpose: Identify specific abilities and behaviors which will be evident in the child’s daily life as a result of early intervention supporting your family.
• Questions to consider:
  • What would your child be doing differently?
  • In which part of the day would it be helpful for your child to walk?
  • Can you tell me more specifically what it means when you say that you want your child to talk?
  • How would you know that you have accomplished your outcome?

Outcomes

• Outcomes are based on the family’s priorities.
• Outcomes are developed through a team process.
• Outcomes are meaningful to families.
• Outcomes are worded in ways that are understood by families.

Why Do We Sometimes Arrive at Outcomes That are Not Meaningful to Families?

• Sometimes we get so focused on “filling out the form” that we lose sight of what will be meaningful to the family.
• Sometimes we don’t refer back to the family’s information: interests, daily routines, resources, etc. -- we don’t tie all of the pieces together.
• Sometimes, we limit the possibilities by thinking too narrowly (e.g. as soon as we hear a concern, we jump to generating strategies).
• Sometimes we brainstorm many possibilities but don’t focus them into a plan of action.

Quality Indicators for Outcomes

• Why are we writing this outcome?
• Is this outcome in context of activities that the family chooses to do?
• Is the outcome written in language the family would use and understand?
• Does this outcome really matter to the family?
• Is the outcome reflective of the daily routine of the child/family?
• Is the outcome written so we can evaluate how we are doing?

Red Flags When Writing Outcomes

• Outcomes which were written from test protocols
• Outcomes which look the same across children/families
• Outcomes which list only what the child will do or what the early intervention provider will do without a family context

Who? When? Where? How? (Activities/Strategies)

• Purpose: Identify activities/strategies and people that facilitate accomplishing meaningful outcomes.
• Questions to consider:
• Given everything that we know from the early steps of this process, what are the ways that we can achieve the outcomes?
• Which intervention strategies and everyday routines, activities, and places will facilitate the child’s specific developmental outcomes?
• Which one of these ideas sounds the best to you?
• Which one of these ideas do you think will make the biggest difference?
• How do the activities/strategies involve the important people in the child’s life?
• How will the outcomes support the family in knowing how to address concerns/ strengthen development when the early intervention provider is not in the home?

Support and Services

• Purpose: Identify the details of the plan that will let everyone know who will do what, when, where, and how.
• A statement of the specific early intervention services necessary to meet the unique needs of the child and family including:
  • Frequency and intensity (beginning date, how often, how long, ending date)
  • Method of delivery
  • The natural environments in which the service will be provided or a justification if not provided in natural environment
  • Payment arrangements
• Questions to consider:
  • Who are the people currently involved with your child and family? Are they helpful?
  • Where will the intervention occur that best fits the family’s life and typical routine?
  • When will the intervention occur that will have the greatest impact?
  • How will the early interventionist work with the family, other adults in the child’s life and the child care provider?
  • What funding sources need to be explored?

_{Adapted with permission from Early Childhood Connections for Infants, Toddlers & Families. (2001, May). Colorado service coordination core training program. Colorado Department of Education. Retrieved June 14, 2004, from http://www.cde.state.co.us/earlychildhoodconnections/scct/Module7_Slides.pdf - PDF has since been removed from web address.}

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Writing Family-Guided Outcomes, Activities/Strategies

Measuring how well we are doing is not always easy. However, the more program staff use a decision making process to design and evaluate outcomes the more evidence the program will have to show that services make a difference in the lives of the children and

families they serve. Included in this section are ways to think about evaluating outcomes and examples of data collection sheets that will aide us in collecting this information, with the families or other care providers assistance, in a fun and functional way.

Outcome Plan #1

Child's Name: Courtney

Service: Cognition

Person(s) Responsible: Lou, Shana

Date: 8/18/2003

Outcome Statement

(What is to be accomplished?)

Courtney will show understanding of familiar persons, objects, games and daily routines.

Activities/Strategies

(How will the outcome be accomplished? Who will be involved? When and where will the activities occur?) Shana (Mom) will determine which people, objects, games and routines to target.

Examples:

• Persons - mama, daddy
• Objects - bottle, favorite toy or pet, body parts
• Games - jump, hide and seek, where’s ______
• Routines - meal, bath, bye bye

Shana will use cues (signs and gestures) with vocalization to help Courtney identify routines, objects, people, and signing examples (signs for eat, milk while asking “do you want to eat,” pointing at person and object). Lou will share targeted signs, cues and verbal phrases with daycare and Tiny-k staff so all will be using the same ones.

New objects, games, and routines will be identified as needed - sharing with other team members.

Evaluation

(How will we know the outcome is accomplished? Who will review? When?)

Courtney will demonstrate understanding of at least 10 targeted routines, objects, people and games by looking at, gesturing, vocalizing and using facial expressions. Progress will be shared and documented on home visit notes and reviewed by Shana and Lou.

Timeline

Outcome Plan #2

Child's Name: Grace

Service: Transition/FSC

Person(s) Responsible: Kim, Jill, George and Education Agency Staff

Date: 3/5/2003

Outcome Statement

(What is to be accomplished?)

Jill (Mom) and George (Dad) would like assistance in locating a preschool program for Grace.

Activities/Strategies:

(How will the outcome be accomplished? Who will be involved? When and where will the activities occur?)

1. Kim will contact the local education agency (LEA) to set up the 90-day meeting. Meeting will be scheduled for May 5, 2003 at 10:00 a.m. Team members from the early intervention program and LEA staff will attend this meeting.
2. George, Jill and other team members will talk about specific details related to preschool needs (options available in community, location, times needed, if her brothers can also go, etc.).
3. Kim will contact local preschool programs to see if they have openings and are willing to have Jill and George come and visit their program.
4. Kim will ask questions of preschool programs including: Are they willing to take a child with Grace’s needs? Are they willing to have early childhood special education personnel provide services in their setting? Are they willing to participate in the review/development of an IEP?
5. LEA personnel will schedule evaluations, as needed, and the IEP meeting prior to Grace’s third birthday.
6. Jill and George will choose a preschool environment for Grace with the team’s input. Special services will be provided at this preschool.

Evaluation

(How will we know the outcome is accomplished? Who will review? When?)

When Grace is in an appropriate preschool and Jill and George are satisfied with the placement as indicated on the following 3-point scale: 1) very satisfied; 2) sort of satisfied; 3) not satisfied, we want to look for someplace else.

Timeline

Outcome Plan #3

Child's Name: Grace

Service: Speech/Language

Person(s) Responsible: Jill, George, Jane, Sally and Terri 

Date: 1/5/2004

Outcome Statement

(What is to be accomplished?)

Jill and George want Grace to communicate by using word combinations to express what she wants. Grace will use words like “all done”. Other word combinations will include: “more milk”; “want pizza” during meal time and snack time.

Activities/Strategies:

(What is to be accomplished?)

1. George, Jill, Jane and Terri will encourage Grace to use a word or words to tell them what she wants by saying “use your words” when she wants something.
2. Sally (SLP) will work with careproviders to demonstrate more ways to encourage Grace’s language.
3. Jill, George, Jane and Terri will try these “new” strategies with Grace such as “MaMa snack”, “Daddy gone”.

Evaluation

(How will we know the outcome is accomplished? Who will review? When?)

Grace will use at least three “new” word combinations (for example - “MaMa snack”, “Daddy gone”). George and Jill will use three more strategies: 1) expanding language she uses; 2) giving choices; and 3) playing silly songs, to encourage Grace’s language.

Timeline

Outcome Plan #4

Child's Name: Monica

Service: Speech/Language

Person(s) Responsible: Bill, Liz, Amanda (SLP)

Date: 1/5/2004

Outcome Statement

(What is to be accomplished?)

Monica will use more words so she can tell Bill and Liz what she wants or needs.

Activities/Strategies:

(What is to be accomplished?)

1. Restate words that Monica uses to clarify them for her and to allow her to hear the words stated correctly. (To label objects/things in her environment.)
2. Use fewer yes/no questions. Use open-ended questions and wait with anticipation for her to respond. (“Tell me about your picture”, other “tell” questions, “Which stuffed animal do you want to take to daycare?”).
3. Give Monica choices and wait for her to respond.
4. Put an emphasis on final sounds when reading a book, labeling things, and giving choices.

Evaluation

(How will we know the outcome is accomplished? Who will review? When?)

When Monica has at least 10 words that are understandable, she will have met the outcome. Bill and Liz will circle new words she learns on Monica’s word list. Bill and Liz will give the word list to Amanda.

Timeline

Outcome Plan #5

Child's Name: Kenna

Service: Cognition

Person(s) Responsible: Sarah (mom), Gary (dad)

Date: 9/12/2003

Outcome Statement

(What is to be accomplished?)

Mom and Dad would like Kenna to imitate unfamiliar actions.

Activities/Strategies:

(What is to be accomplished?)

1. During daily routines demonstrate use of objects and actions with which Kenna may not be familiar. For example, give Kenna a hair brush while mom or dad brush their hair or a toothbrush while watching them brush their teeth. Blow kisses. Put on make-up. Put on clothes.
2. Introduce new or different toys to Kenna. Demonstrate play with toy and encourage Kenna to initiate.
3. Introduce simple finger plays “Open, shut them”, “Twinkle, Twinkle”, and encourage Kenna to initiate actions.
4. Introduce simple signs to Kenna (eat, more, ball, go, no) and encourage Kenna to initiate.

Evaluation

(How will we know the outcome is accomplished? Who will review? When?)

Outcome will be completed when Kenna initiates these five signs: more, eat, please, go, and no.

Timeline

Outcome Plan #6

Child's Name: Danielle

Service: Cognitive

Person(s) Responsible: Robin, Betty Ann, Julie

Date: 3/14/2004

Outcome Statement

(What is to be accomplished?)

Betty Ann wants Danielle to have better thinking skills so she is ready for preschool.

Activities/Strategies:

(What is to be accomplished?)

1. With the assistance of Danielle’s team, Betty Ann has identified certain thinking skills she knows Danielle will need in preschool (such as matching, grouping and stacking).
2. During daily activities or routines, Betty Ann, Robin and Julie will create more opportunities for Danielle to practice the identified skills. Such as:
   • Encourage Danielle to match like objects during these activities (dressing, laundry reading time) such as matching socks and matching pictures in a book.
   • Encourage Danielle to group like objects during these activities (playing, clean-up) such as putting all the dolls together versus putting all the trucks together).
   • Encourage Danielle to stack objects during these activities (bath time, mealtime, reading time) such as stacking sponges and soap in the bathtub and stacking crackers during snack time.

Evaluation

(How will we know the outcome is accomplished? Who will review? When?)

Danielle will be able to match, group and stack objects (three or more items) at least two times a day during her daily routines. Betty Ann, Julie or Robin will create opportunities and observe progress during, and in between, home visits.

Timeline

Outcome Plan #7

Child's Name: Danielle

Service: Communication

Person(s) Responsible: Robin (FSC), Betty Ann, Julie (SLP)

Date: 3/14/2004

Outcome Statement

(What is to be accomplished?)

Betty Ann wants Danielle to use more words to communicate her wants and needs to her.

Activities/Strategies:

(What is to be accomplished?)

1. Activities will focus on creating opportunities for Danielle to communicate (practice). Strategies will be demonstrated by Julie to the family (choice making, objects out of reach, smaller portions, etc.).
2. Other activities will target sounds, and words-repetition of books, games and songs will be used.

Evaluation

(How will we know the outcome is accomplished? Who will review? When?)

Danielle will be attempting more words (20-25) in 3 months. Betty Ann will keep track of new words between home visits. Betty Ann will share the new words with Robin at each home visit.

Timeline

Outcome Plan #7

Child's Name: Danielle

Service: Communication

Person(s) Responsible: Robin (FSC), Betty Ann, Julie (SLP)

Date: 3/14/2004

Outcome Statement

(What is to be accomplished?)

Betty Ann wants Danielle to use more words to communicate her wants and needs to her.

Activities/Strategies:

(What is to be accomplished?)

1. Activities will focus on creating opportunities for Danielle to communicate (practice). Strategies will be demonstrated by Julie to the family (choice making, objects out of reach, smaller portions, etc.).
2. Other activities will target sounds, and words-repetition of books, games and songs will be used.

Evaluation

(How will we know the outcome is accomplished? Who will review? When?)

Danielle will be attempting more words (20-25) in 3 months. Betty Ann will keep track of new words between home visits. Betty Ann will share the new words with Robin at each home visit.

Timeline

Outcome Plan #8

Child's Name: Katie

Service: Communication

Person(s) Responsible: Jane, Anna, Louise

Date: 1/9/2004

Outcome Statement

(What is to be accomplished?)

Jane would like Katie to speak so that people can understand her.

Activities/Strategies:

(What is to be accomplished?)

1. During play incorporate more words that use the m, w, and t sounds.
2. Jane (Mom) and Anna (child care provider) will practice using signs and sounds with Katie during meal time, bath time, and bedtime at home and child care.
3. During home visits, Louise will demonstrate strategies for working with Katie including:
   • Playing favorite games when Katie uses her words to “name the game”.
   • Label objects in Katie’s environment during activities she is interested in.
   • Wait for Katie to use a word before Jane and Anna give Katie the toy or object she wants.
4. Louise will use a notebook to share other strategies (e.g. putting objects out of reach so Katie can request, creating silly situations) with Anna and Jane, as needed. In addition, Anna will share any strategies she uses in the child care setting with Jane and vice versa.

Evaluation

(How will we know the outcome is accomplished? Who will review? When?)

Jane will record words that are “more understandable” by using an audiotape of Katie singing or talking or by looking at how many times out of four words Katie will be able to say three that are understandable.

Timeline

Outcome Examples

Across the nation, many early intervention programs are writing family-centered outcomes. As programs, we struggle with writing outcomes that are family-centered and jargon free. The first set of outcomes, from Wisconsin, demonstrate outcome statements reflective of the natural environment, while taking into consideration the preferences and choices of the family. The last set of outcomes, from Nebraska, include examples of both child outcomes and family outcomes written in a family-friendly and jargon free fashion.

Examples of Outcome Statements #1

Outcome Statement: Janie and her brother Mike will play with each other and with other children.

Why is this Outcome Important: The children are close in age and parents want their children to play together, get used to being around other children, and develop play skills.

How Will We Know We Are Successful: Janie and Mike spend time together playing with each other at home, and with other children in other settings.

Services Suggested: Education, SLP, OT, PT, Family Service Coordination

Examples of Outcome Statements #2

Outcome Statement: Janie will sleep through the night.

Why is this Outcome Important: Sandra and Ronald want to sleep through the night. Janie needs her sleep and has a better day if she sleeps at night. 

How Will We Know We Are Successful: Janie sleeps longer periods of time during the night.

Services Suggested: Education, OT, Family Service Coordination

Examples of Outcome Statements #3

Outcome Statement: Sandra and Ron want more information on alternative forms of communication.

Why is this Outcome Important: Sandra and Ronald want to make more informed choices about the best means of communication for Janie. 

How Will We Know We Are Successful: Sandra and Ron have made decisions about a communication system for Janie

_{Services Suggested: SLP, Family Service Coordination, ECD}

_{Adapted with permission from: IFSP training materials developed by the Wisconsin Birth to 3 Personnel Development Project, Waisman Center, University ofWisconsin-Madison (Funded by the Wisconsin Department of Health and Family Services, Birth to 3 Program). Retrieved October 1, 2003 from http://www.waisman.wisc.edu/earlyint/NATENVIR/JANIESIFSP.HTML  - Webpage has since been removed. Visit waisman.wisc.edu to view newer Birth to 3 Program training materials.} 

More Outcomes for Practice

Think about ways you can make these better.

Child Outcomes:

• John will have oral intake only of foods/liquids.
• Austin will receive a waiver for disability services.
• Teresita will use many ways to let her family know what she wants.
• Shawny will lift and turn her head.
• Karla will use words or signs functionally (e.g. requesting, making choices, and communicating wants/needs).

Family Outcomes

• Parent will have full-time employment outside of home.
• Parents will have had at least two breaks from full-time responsibilities of care-taking for children.
• Kids will be going to bed at a reasonable time.
• Family will have primary responsibility for coordinating Sophia’s care.
• Mother will be aware of where child is developmentally in speech and language and know what to expect him to do in the future.

_{Adapted from IFSP Web. (n.d.) Nebraska’s Individual Family Service Plan. Nebraska Department of Education, The Nebraska Health & Human Services System, and the University of Nebraska/Lincoln. Retrieved April 30, 2004, from http://nncf.unl.edu/ifspweb/specific.html - Website has since been changed to education.ne.gov}

The Scale of Early Intervention Goal Functionality

The Scale of Early Intervention Goal Functionality (McWilliam, 2001) is a way for early intervention staff and practitioners to evaluate how they are doing when writing outcomes with families. Here, the author uses the word “goal” most frequently but the word “outcome” can be easily substituted in these examples. Please take the time to use this tool to gather an understanding of how you and/or your program’s IFSPs reflect functionality across natural settings and routines. You may use your own IFSPs or use the examples included with this packet (in this section) to see how they “measure up” to each other.

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Evaluating Family-Guided Outcomes

Worksheets

• This section has several worksheets, including the complete worksheets of those below that have been simplified for accessibility. To receive digital copies, please email kskits@ku.edu and write 'Requesting TA packet, Three to Five, Role of Curriculum, All Resources zip file.

Has the Family Guided the Process?

Measuring how well we are doing is not always easy. However, the more program staff use a decision making process to design and evaluate outcomes the more evidence the program will have to show that services make a difference in the lives of the children and families they serve. Included in this section are ways to think about evaluating outcomes and examples of data collection sheets that will aide us in collecting this information, with the families or other care providers assistance, in a fun and functional way.

Outcome Evaluation

• Development of evaluation plans should include exploratory (open-ended) and confirmatory (closed-ended) questions to assure desired outcomes are achieved.
• Exploratory questions generate ideas, identify alternatives and share information. They should be used to initiate discussion about intervention and evaluation.
• Confirmatory questions provide clarification and check service systems to assure decisions meet needs.

1. How would you like to see this outcome achieved?
   • Can you think of ways you would like to make this happen?
2. Who could participate?
   • Are these people or agencies willing and able to participate?
   • Will the participation of these individuals or agencies result in the family gaining information or skills which will help them enhance their child’s development?
3. How would we (you) go about doing this? Where should we start? How shall we proceed?
   • Do activities proceed in a logical or sequential progression (this does not mean two activities cannot be done at the same time)?
   • Will the activities selected achieve the outcome?
   • Are the activities compatible with the family’s values?
   • Will participation by any family member adversely affect another family member? If so, is the ratio of cost to benefit acceptable to the family. If not, are there any alternatives?
4. What resources are needed to complete these activities?
   • Are the resources available?
   • Can they be acquired?
   • By whom?
   • At whose expense?
5. How will we know when the outcome is achieved? What are effective evaluation activities? What evaluation activities are the most functional for the desired outcome and for the family?
   • Are the timelines acceptable to participants?
   • Who will assume responsibility for monitoring progress?
   • When and how often will progress be monitored?
   • How will progress by monitored?

Adapted from Family-guided Approaches to Collaborative Early Intervention Training and Services (FACETS I). (1996). Family-guided IFSP development. Parsons, KS: Kansas University Center on Developmental Disabilities.

Taylor's Talking!

Let's Keep Track!

Use the following blanks to record Taylor’s new words. Indicate whether they are “true words” (recognizable by anyone) or “Taylor’s words” (word approximations used consistently and recognized by family and friends). Indicate the date you noticed her using the word consistently.

_{Adapted from Family-guided Approaches to Collaborative Early Intervention Training and Services (FACETS II). (1999, August). Kansas University Center on Developmental Disabilities at Parsons, 2601 Gabriel, Parsons, KS 67357.}

Anthony's Good and Bad Hair Days

Did Anthony...

Request?

Use the brush?

Put the brush away?

Note: Data form was roughly the size of an index card and was kept in the pocket of Anthony’s diaper bag along with his hairbrush. Progress on multiple targets across domains (i.e., requesting to continue interaction, functional use of objects, placing objects in a defined space) was collected quickly upon completion of hair brushing. This data collection system is useful because it documents Anthony’s participation in completing the outcomes of the routine.

_{Adapted from Family-guided Approaches to Collaborative Early Intervention Training and Services (FACETS II). (1999). Kansas University Center on Developmental Disabilities at Parsons, 2601 Gabriel, Parsons, KS 67357.}

Group Action Planning

Group action planning is another mechanism to ensure the full participation of all members of the IFSP team and make it all useful and meaningful experience for all team members, especially families. An article, in the form of a family story, describes the process in details. A brief explanation of the process follows the article.

The article can be found on the KU website. Getting a Shot at Life Through Group Action Planning by A.P. Turnbull, V. Turbiville, R. Schaffer and V. Schaffer, from the June/Jul 1996 Zero to Three journal and Research Highlights: Person-Center Planning and Friendships by the same authors printed by the Beach Center on Disability.

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Culminating Activity: Rating Your Own IFSP Outcomes

Using the Outcome Rating Instrument on the next page, rate your own IFSP outcomes. This instrument examines both child and family outcomes as well as sensitivity to the diversity of families. An example of how to use this measure with your own outcomes follows the rating instrument.

Outcome Rating Instrument

Directions: Read each outcome statement and any subsequent intervention strategies identified. Answer all child and family related questions for each outcome separately.

Child Related

Family Related

_{Adapted from Cripe, J.  (1990).  Evaluating the effectiveness of training procedures in a linked system approach to individual family service plan development. Unpublished doctoral dissertation, University of Oregon, Eugene.}

_{Adapted from Notari, A. R. (1988). The utility of a criterion-referenced instrument in the development of individualized education plan goals for infants and young children. Unpublished doctoral dissertation, University of Oregon,  Eugene.}

Outcome Rating Instrument - Monica

The following is the Outcome Rating Instrument filled out for an example.

Child Related

Family Related

_{Adapted from Cripe, J.  (1990).  Evaluating the effectiveness of training procedures in a linked system approach to individual family service plan development. Unpublished doctoral dissertation, University of Oregon, Eugene.}

_{Adapted from Notari, A. R. (1988). The utility of a criterion-referenced instrument in the development of individualized education plan goals for infants and young children. Unpublished doctoral dissertation, University of Oregon,  Eugene.}

Outcome Plan

Child's Name: Monica

Service: Physical Therapy

Person(s) Responsible: Bill, Liz and Audrey (PT)

Date: 6/5/2004

Outcome Statement:

(What is to be accomplished?)

Because our family will spend a few weekends at the lake this summer, Monica will use her hands and feet more since she’ll have different opportunities at the lake than she usually does at home and we’ll have more time.

Activities/Strategies:

(How will the outcome be accomplished?  Who will be involved?  When and where will the activities occur?)

1. Bill and Liz will allow Monica to practice using her walker at the lake rather than carrying her.
2. While Monica is swimming, she will splash with both her hands and feet.
3. Monica will use her hands as well as “beach toys” while she is playing in the sand.
4. Bill and Liz will use a child-size beach chair for Monica that she can get in and out of while sitting lakeside.

Evaluation:

(How will we know the outcome is accomplished?  Who will review?  When?)

During the family’s time at lake this summer, Bill and Liz will provide at least two opportunities each day for Monica to practice using her walker, splash while she is swimming, play with beach toys and get in and out of her beach chair. The outcome will be met if this happens each day while at the lake. Bill and Liz will share their data sheets with Audrey at their first scheduled visit after they come home from the lake.

Timeline

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References, Resources and Websites

Cripe, J. (1990). Evaluating the effectiveness of training procedures in a linked system approach to individual family service plan development. Unpublished doctoral dissertation, University of Oregon, Eugene.

Cripe, J. W., & Lindeman, D. P. (2001, August 12). Choice and decision making matrix for family-guided approaches to early intervention. Parsons, KS: Family-guided Approaches to Collaborative Early Intervention and Training Services, Kansas University Center on Developmental Disabilities and Florida State University.

Early Childhood Connections for Infants, Toddlers & Families. (2001, May). Colorado service coordination core training program. Colorado Department of Education. Retrieved June 14, 2004, from http://www.cde.state.co.us/earlychildhoodconnections - Page has since been removed from web address.

Early Childhood Connections for Infants, Toddlers & Families. (n.d.). Getting ready for your IFSP meeting. PEAK Parent Center. Retrieved April 30, 2004, from http://clas.uiuc.edu/fulltext/cl01532/cl01532.html - PDF has since been removed from previous address and is now located on the ERIC website(.pdf)

Family-guided Approaches to Collaborative Early Intervention Training and Services (FACETS I). (1996). Family-guided IFSP development. Parsons, KS: Kansas University Center on Developmental Disabilities.

Family-guided Approaches to Collaborative Early Intervention Training and Services (FACETS II), http://www.parsons.lsi.ku.edu/facets/ - Website has since moved to facets.ku.edu

IFSP Web, Nebraska’s individual family service plan. Retrieved April 30, 2004, from http://nncf.unl.edu/ifspweb/specific.html - Website has since moved to edn.ne.gov

Kansas Department of Health and Environment. (1998). Procedure manual for infant-toddler services in Kansas. Topeka, KS: Author.

McWilliam, R. A. (2001). Scale of early intervention goal functionality. Retrieved November 17, 2003, from http://www.fpg.unc.edu/~inclusion/Instruments/instruments.htm - Webpage has since been removed. 

Notari, A. R. (1988). The utility of a criterion-referenced instrument in the development of individualized education plan goals for infants and young children. Unpublished doctoral dissertation, University of Oregon, Eugene.

Together We Grow. (2001, February). Individual family service plan. Raleigh, NC: North Carolina Early Intervention Services. Retrieved March 26, 2004, from http://www.ncei.org/ei/publications.html - Website has since moved to beearly.nc.gov

Turnbull, A. P., Turbiville, V., Schaffer, R., & Schaffer, V. (1996, June/July). Getting a shot at life through group action planning. Zero to Three 16(6), 33-40.

Turnbull, A. P., Turbiville, V., Schaffer, R., & Schaffer, V. (1996). Research highlights: Person-center planning and friendships. Lawrence, KS: Beach Center on Developmental Disabilities.

Van Horn, J. (1997). Working together/collaborative consultation: A family-responsive approach to therapy service delivery. Albuquerque, NM: Center for Development and Disability, University of New Mexico.

Waisman Center. (n.d.). Natural environments module: Janie’s IFSP. Madison, WI: University of Wisconsin. Retrieved October 1, 2003 from http://www.waisman.wisc.edu/earlyint/NATENVIR/JANIESIFSP.HTML - Webpage has since been removed. Visit waisman.wisc.edu to view newer Birth to 3 Program training materials. 

White, L. (2003). Family activity sheet. Parsons, KS: Southeast Kansas Birth to Three Program.

Other Resources

*Author. (2000). Programs for young children with disabilities under IDEA. Chapel Hills, NC: National Early Childhood Technical Assistance Center.

*Bennett, T., Lingerfelt, B., & Nelson, D. (1990). Developing individualized family support plans: A training manual. Cambridge, MA: Brookline.

*Cripe, J. W., & Graffeo, J. (1995). A family’s guide to the individualized family service plan. Baltimore: Paul H. Brookes.

Cripe, J. W., & Venn, M. L. (1997, November). Family-guided routines for early intervention services. Young Exceptional Children, 1(1).

*Elsayes, S., Maddux, L., & Bay. S. (1993). Family and the IFSP process: Training in family-centered approaches. Baltimore: Kennedy Krieger Institute.

*Jeppson, E., & Thomas, J. (1995) Essential allies: Families as advisors. Bethesda, MD: Institute for Family-Centered Care.

*Mayhew, L., Scott, W., & McWilliam, R. (1999). Project integrate: A training and resource guide for administrators. Chapel Hill, NC: Frank Porter Graham Child Development Center.

*Mayhew, L., Scott, W., & McWilliam, R. (1999). Project integrate: A training and resource guide for classroom teachers. Chapel Hill, NC: Frank Porter Graham Child Development Center.

*Mayhew, L., Scott, W., & McWilliam, R. (1999). Project integrate: A training and resource guide for occupational therapists. Chapel Hill, NC: Frank Porter Graham Child Development Center.

*Mayhew, L., Scott, W., & McWilliam, R. (1999). Project integrate: A training and resource guide for speech language pathologists. Chapel Hill, NC: Frank Porter Graham Child Development Center.

*Olson, J., & Kwiatkowsi, K. (1992). Planning family goals:  A systems approach to the IFSP. Tucson, AZ: Communication Skill Builders.

* Scott, W., Mayhew, L., & McWilliam, R. (1999). Project integrate: A training and resource guide for physical therapists. Chapel Hill, NC: Frank Porter Graham Child Development Center.

* Scott, W., Mayhew, L., & McWilliam, R. (1999). Project integrate: A training and resource guide for special education consultants. Chapel Hill, NC: Frank Porter Graham Child Development Center.

Student Support Services. (2003). IEP training. Topeka, KS: Kansas State Department of Education.

*Watkins, S. (1997). Especially for parents in early intervention programs. Logan, UT: SKI-HI Institute.

*Winton, P. J. (1992). Working with families in early intervention: An interdisciplinary preservice curriculum (2nd ed.). Chapel Hill, NC: Frank Porter Graham Child Development Institute.

Videos

*Author. (1991). How can we help? A resource for families. Lightfoot, VA: Child Development Resources.

*Cripe, J. (1995). A family’s guide to the individualized family service plan. Baltimore: Paul H. Brookes.

Websites

Education Law Center 

Waisman Center  

*These items are available from:

KITS Early Childhood Resource Center
2601 Gabriel, Parsons, KS 67357
Email: resourcecenter@ku.edu
Phone: 620-421-3067

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Packet Evaluation

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