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ECSE 602: Instructional Programming for Infants and Young Children with Disabilities

Developing Individualized Family Service Plan(IFSP)

The Focus of IFSPs

More process oriented than product focusedDesired outcomes for the childFamily resources, priorities, and concernsNatural environment

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The IFSP Team

The child’s parent or parents Other family members as requested by the

parent(s) An advocate or a person outside the family as

requested by the parent(s) The service coordinator A person or persons directly involved in

conducting the evaluations and assessments As appropriate, persons who will provide services

to the child or family

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The IFSP Team

Service coordinator’s responsibilities Examples (Noonan & McCormick, 2006)

Coordinating and monitoring evaluations and assessments Ensuring that parents actually receive the EI services Coordinating and monitoring the provision of EI and other

services Continuously seeking and helping the parents find appropriate

services Facilitating and participating in the development, review, and

evaluation of the IFSP Informing families of the availability of advocacy services Facilitating the development of a transition plan

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IFSP Content [20 USC 1436, Sec. IFSP Content [20 USC 1436, Sec. 636(d)]636(d)]

1. A statement of the infant’s or toddler’s present levels of physical development, cognitive development, communication development, social or emotional development, and adaptive development, based on objective criteria.

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IFSP Content [20 USC 1436, Sec. IFSP Content [20 USC 1436, Sec. 636(d)]636(d)]

2. A statement of the family’s resources, priorities, and concerns relating to enhancing the development of the family’s infant or toddler with a disability.

3. A statement of the measurable results or outcomes expected to be achieved for the child and family and criteria, procedures, and timelines used to determine success or need for modifications.

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IFSP Content [20 USC 1436, Sec. IFSP Content [20 USC 1436, Sec. 636(d)]636(d)]

4. A statement of specific early intervention services, based on peer-reviewed research to the extent practicable, necessary to meet the needs of the infant or toddler and the family, including the frequency, intensity and method of delivering services.

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IFSP Content [20 USC 1436, Sec. IFSP Content [20 USC 1436, Sec. 636(d)]636(d)]

5. A statement of the natural environments in which early intervention services will appropriately be provided, including a justification of the extent, if any, to which they will not be provided in a natural environment.

6. The projected dates for initiation of services and the anticipated duration of services.

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IFSP Content [20 USC 1436, Sec. IFSP Content [20 USC 1436, Sec. 636(d)]636(d)]

7. The identification of the service coordinator from the profession most immediately relevant to the infant’s or toddler’s or family’s needs (or who is otherwise qualified to carry out all applicable responsibilities under this part) who will be responsible for the implementation of the plan and coordination with other agencies and persons.

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IFSP Content [20 USC 1436, Sec. IFSP Content [20 USC 1436, Sec. 636(d)]636(d)]

8. The steps to be taken to support the transition of the toddler with a disability to preschool or other appropriate services.

Content of the IFSP shall be fully explained to be parents and informed written consent shall be obtained prior to provision of early intervention services. Early intervention services to which consent is obtained must be provided, those to which no consent is given must not be provided.

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Developing IFSPs

Purpose of expected outcomesTo increase the family’s capacity to support

the childTo increase the child’s participation in

valued activities in natural environments

(Noonan & McCormick, 2006)

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Developing IFSPs

Process (Rosenkoetter & Squires, 2000, as cited by Noonan & McCormick, 2006)Step One

Discuss developmental priorities for the child Discuss the family’s concerns regarding the child’s

development Discuss preferences for initial intervention activities

Step Two Gather information about the environments Gather information about the child development

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Developing IFSPs

Step Three Implementing the plan: List what various

people will do to achieve the outcomes; when and where intervention will take place

Step FourEvaluation: How they will know if each

outcome has been achieved

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Developing IFSPs

Structure of outcome statementStraightforwardBegins with a statement of what the child

will do (as a result of the intervention)Rationale (why this is important)

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Developing IFSPs

For example,“Jace, a 3-year-old with Down syndrome, will

sit in his highchair and feed himself finger foods (dry cereal, pieces of fruit) so that the family can enjoy breakfast together and Jace can become more independent.”

(Noonan & McCormick, 2006, p. 61)*For more information on IFSP development, read textbook

(Noonan & McCormick) pp.56-62; Xu article (2008).

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