IFSP Outcome Statements Made Simple

Shelden, MʼLisa L.; Rush, Dathan D.

doi:10.1177/1096250613499246

Cited by 4 publications

(4 citation statements)

References 10 publications

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“…Billed service hours are still a readily accessible metric that may be associated with outcomes (e.g., Khetani, Richardson, & McManus, 2017; Richardson et al, 2019). But given changes in EI service delivery models (e.g., Dunst & Trivette, 2009; Romano & Schnurr, 2020; Shelden & Rush, 2014), particularly the adoption of models that prioritize family capacity building and center the coaching of families to implement developmentally supportive practices in the context of everyday family routines, measures of parent uptake and implementation of strategies may be a more powerful predictor of improvement in children's developmental and functional outcomes than contact hours with an EI service provider. In line with this view, there has been an increasing focus on parent/family outcomes, such as self-efficacy, as either mediators or moderators of children's outcomes and as meaningful outcomes in their own right (cf.…”

Section: Discussionmentioning

confidence: 99%

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Developmental Outcomes of Children Served in a Part C Early Intervention Program

Elbaum

Celimli-Aksoy

2022

Infants &Amp; Young Children

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In the United States, early intervention (EI) programs under Part C of the Individuals with Disabilities Education Act serve thousands of infants and toddlers with or at risk for developmental delays. Despite this, few studies have investigated the developmental progress and outcomes of children served, especially in relation to the heterogeneity of children's diagnoses and identified areas of delay. In this study, we classified children into 9 subgroups based on their medical diagnosis or, for children without a specific diagnosis, their identified areas of developmental delay. We then analyzed data from the developmental assessment administered to each child on program entry and exit. Multivariate analyses of children's pre-and postscores in 5 domains (cognitive, motor, adaptive, communication, and personal-social) confirmed the distinctiveness of each subgroup's developmental profile on entry into EI as well as significant differences across subgroups in children's pattern of developmental change while in services. Across subgroups, the percentage of children who were within age norms in all measured domains at the time they transitioned out of the program ranged from 10% to 49%. The results add to our understanding both of children's improvements while in EI and the variation in outcomes for meaningfully defined subgroups of children.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Developmental Outcomes of Children Served in a Part C Early Intervention Program

Elbaum

Celimli-Aksoy

2022

Infants &Amp; Young Children

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“…Dunst (2000Dunst ( , 2005 states that within participatory practices, one can find ten dimensions that define the professional activity. These dimensions are supported by different authors that talk about collaboration with the family (Turnbull, Turnbull & Kyzar, 2009); participation of the family in planning objectives (Rapport, Furze, Martin, Schreiber, Dannemiller, Diblasio & Moerchen, 2014); development of family strengths (Shelden & Rush, 2013); search for resources and participation opportunities (Mahoney & Perales, 2012); family help to deal with decision making (Fordham, Gibson & Bowes, 2012); individual and flexible work; assisting the needs and priorities of the family (McWilliam, 2016) or doing positive work with the family (Hallet, 2013).…”

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confidence: 98%

Inteligencia emocional y prácticas participativas con la familia en atención temprana

Arenas

Sánchez

Sánchez-López

2020

RELIEVE

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Una preocupación actual en la disciplina de Atención Temprana es conseguir mejorar la intervención y colaboración con la familia, a partir de unas adecuadas prácticas participativas. El objetivo fue comprobar si determinadas habilidades de inteligencia emocional, en los profesionales, pueden estar vinculadas con un mayor o menor ejercicio de prácticas participativas con la familia. En esta investigación participaron 420 profesionales, 25 hombres y 387 mujeres, de 13 Comunidades Autónomas de España. Cumplimentaron dos instrumentos el Trait Meta-MoodScale (TMMS-24) del grupo de investigación de Salovey y Mayer, traducido por Fernández-Berrocal y Extremera (2006); Inventario sobre Práctica profesional en Atención Temprana (IPPAT), creado al efecto. Los resultados demuestran que los profesionales de Atención Temprana realizan prácticas participativas en sus intervenciones y poseen altos niveles de habilidad emocional. Con todo encontramos diferencias significativas en estas prácticas participativas en función de sus puntuaciones en las habilidades emocionales. Los resultados se discuten también en términos de sus implicaciones de cara a la formación de futuros profesionales en Atención Temprana.

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“…These features include alignment between families’ concerns and priorities and the outcomes included in the plans (Ridgley & Hallam, 2006), outcome statements that address specific and functional skills, inclusion of families as implementers of intervention related to outcomes, and natural environments and routines as contexts for intervention (Jung & Baird, 2003; Jung & McWilliam, 2005). In addition, the IFSP should be aligned with information gathered about the child and from the family about the child’s development and family’s routines (e.g., Gatmaitan & Brown, 2015; Jung & Grisham-Brown, 2006; Ridgley, Snyder, McWilliam, & Davis, 2011; Shelden & Rush, 2013).…”

mentioning

confidence: 99%

Individualized Family Service Plan Quality and Alignment of Child-Focused Outcomes to Federal Outcomes and State Early Learning Guidelines

Ridgley

Snyder

McWilliam

2018

Topics in Early Childhood Special Education

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We used two judgment-based scales to evaluate quality features of 623 individualized family service plans (IFSP) contributed by 73 service coordinators in one state. We also explored the alignment between the skills specified in child-focused IFSP outcomes, the three Individuals With Disabilities Education Act (IDEA) early childhood outcome categories, and the knowledge and skill statements included in state early learning guidelines. Findings showed IFSP content generally was family-centered and of good quality. Outcomes were more frequently aligned with the IDEA outcome categories addressing the use of appropriate behaviors to meet needs and the acquisition and use of knowledge and skills. Outcomes were aligned more frequently with early learning guidelines in the areas of physical development, speech/language development, and approaches to learning. We discuss how instruments and procedures could be used to evaluate IFSP quality and determine connections to expected knowledge and skills for all children identified by state and federal programs.

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IFSP Outcome Statements Made Simple

Cited by 4 publications

References 10 publications

Developmental Outcomes of Children Served in a Part C Early Intervention Program

Developmental Outcomes of Children Served in a Part C Early Intervention Program

Inteligencia emocional y prácticas participativas con la familia en atención temprana

Individualized Family Service Plan Quality and Alignment of Child-Focused Outcomes to Federal Outcomes and State Early Learning Guidelines

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