identification & referral
DESCRIPTION
IFSP. PROCESS. CHILD AND FAMILY INFORMATION. IDENTIFICATION & REFERRAL. CHILD HEALTH INFORMATION. CHILD/FAMILY ROUTINES & ACTIVITIES. INTAKE. FAMILY CONCERNS, RESOURCES, PRIORITIES. FAMILY ASSESSMENT. CHILD’S PRESENT LEVELS. CHILD EVALUATION. ELIGIBILITY. - PowerPoint PPT PresentationTRANSCRIPT
IDENTIFICATION & REFERRAL
INTAKE
FAMILY ASSESSMENT
CHILD EVALUATION
FUNCTIONAL ASSESSMENT
CHILD AND FAMILY INFORMATION
CHILD HEALTH INFORMATION
FAMILY CONCERNS, RESOURCES, PRIORITIES
CHILD/FAMILY ROUTINES & ACTIVITIES
CHILD’S PRESENT LEVELS
ELIGIBILITY
SUMMARY OF FUNCTIONAL PERFORMANCE (COS)
PROCESS IFSP
FUNCTIONAL OUTCOMES
STRATEGIES
• More understandable, measureable individualized IFSP Outcomes / IEP Goals
• Families can tell when their children are achieving desired outcomes
• Reinforces the assessment and planning cycle
• Improves practice
• Supports progress in the overarching areas that are central to EI and ECSE
2
Additional Benefitsof an Integrated Process
Assessment of the young child’s skills in the real life contexts of family, culture and community rather than discrete isolated tasks irrelevant to daily life
3
“the science of the strange behavior of children, with strange adults, in strange settings for the briefest possible period of time.”
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.
What is Functional Assessment?
Functional Assessment is…• Contextually relevant information about the child’s strengths
and needs
• Individually focused
• Culturally sensitive
Functional Assessment is not…• Domain based and discipline specific
• Deficit driven
• Intimidating
4
Bagnato, S.J., Neisworth, J.T., & Pretti-Frontczak, K. Linking Authentic Assessment and Early Childhood Intervention -Best Measures for Best Practices, Second Edition. Brookes Publishing, Baltimore, MD. 2010.
Our Focus Shifts
From To
Knows how to make eye contact, smile, and give a hug
Initiates affection toward caregivers and respond to others’ affection
Knows how to imitate a gesture when prompted by others
Watches what a peer says or does and incorporate it into his/her own play
Uses finger in pointing motion
Points to indicate needs or wants
Shows a skill in a specific situation
Uses a skill in actions across settings and situations to accomplish something meaningful to the child
5
Functional Assessment
• Families and familiar, knowledgeable caregivers in the child’s life
• Providers
• Teachers
• Others, less familiar, can also contribute
6
Who performs Functional Assessment?
• Knowing the purpose for the assessment is important
• Observation is essential:
– Keep a focus on being objective vs. subjective
• Record keeping is key:
– Qualitative
– Quantitative
• Hearing from others who know the child is critical – involve families!
7
How is Functional Assessment performed?
• Listen to the family story
• Observe and ask about the child’s day-to-day routines and activities related to
- engagement
- independence
- social relationships
• Ask parents to show or describe
• Observe how the parent engages the child
• Observe the child in play scenarios
8
Involving Families
Functional assessment is the means by which we accomplish an integrated process, including developing individual outcomes/goals as well as determining the rating for each of the three global child outcomes.
9
Making the Connection:Using Functional Assessment
• Why not complete the Child Outcome Summary (COS) rating while talking about the child’s functioning and development?
• Providers who are integrating the outcomes work, suggest that the completing the COS rating at the IFSP or IEP meeting to summarize the assessment results is a natural and enriching conversation
• Outcomes and goals become more functional – routine and activity based
For more information about integrating outcomes into the IFSP/IEP process, please visit the ECO website at www.the-eco-center.org.
10
The Right People, the Right Situation,
the Right Time