• 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)?

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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?

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Questions Related to Everyday Activities and Routines

Only in the children’s natural everyday settings, activities, and routines

3

Where is Functional Assessment performed?

1) Start with parents’/caregivers’ priorities about child’s learning/development and/or family’s needs

2) Consider what’s working and what’s challenging in everyday routines and activities

3) Consider how the child’s developmental skills, needs and disability influence the child’s learning and participation in everyday routines and activities

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Using Informationto Develop Outcomes/Goals

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Routines/Activities not going well

HinderingFactors

• Improve Routine• Promote

• Social Relations• Engagement• Independence

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.

Helping Factors

Employ Strategies

Identify Learning

Opportunities

• Improve Functional Abilities

• Social Relations• Engagement• Independence

Enhance Learning

Opportunities

Employ Strategies

Routines/Activities going well

How: Gathering Relevant Information…

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

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Relationship of Outcomes/Goalsto Placement and Services

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)

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Requirements for IFSP Outcomes

• IFSP Outcomes: “What would your family like to see happen for your child/family?”

• Two types of outcomes

– Child Outcomes

– Family Outcomes

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IFSP 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

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IFSP Child 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

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IFSP Family Outcomes

Step 1: Assess functionality and

determine the functional area(s)Eating

Step 2: Read the informal functional

outcomeKim being part of meal time

with the family

Step 3: Determine the routines involved Meal times at home and in

restaurants

Step 4: Write “……will participate in…

(routines)Kim will participate in family meal times (breakfast, lunch,

and dinner)

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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

Developing IFSP Outcome Statments