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Family

Individual Family Service Plan (IFSP)

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Individual Family Service Plan (IFSP)

  1. IFSP Meeting Agenda

 

  1. Introductions and socializing time

 

  1. Summarize Hayley’s eligibility for early intervention services

 

  1. Establish or update Hayley and her family’s strengths, resources, priorities and concerns

 

  1. Document Hayley’s current functioning/levels of development, listing what she can do and what is emerging

 

  1. Determine the team decision for Hayley’s current Child Outcomes Summary

 

  1. Ask Hayley’s family to rate their concerns, establishing their priorities for Hayley and their family

 

  1. Write Functional Outcome(s) in family’s priority order, including the following[unique_solution]

 

  1. What does the family want and why, written with “in order to” language

 

  1. Activities and strategies to be used to achieve the outcome or links for the family to additional services

 

  • Which Early Intervention people will be involved

 

  1. Resources available and resources needed

 

  1. Evaluation plan for the outcome

 

  1. Establish if services to be delivered in a natural environment

 

  1. Determine the amount of services to be provided and by which Early Intervention provider(s)

 

  1. Summarize the outcomes, services provided and who is providing the services

 

  1. Parent signs for implementation and distribution authorization

 

  1. Complete meeting participants/contributors list with sign in of all present

 

  1. Close the meeting

 

Current status of functioning/levels of development

 

  1. Family strengths, resources, priorities, and concerns related to enhancing the overall development of their child. Review the routines and daily activities discussed during the intake interview.

 

  1. Hayley was referred to EI at birth following her diagnosis of Down Syndrome. Her parents are supportive and involved in her care. Her parents are

 

 

knowledgeable about medical needs, such as nursing care. Hayley enjoys her interactions with her mother during diapering and while fixing supper and with her brother and father when playing with toys after supper. Her parents are concerned with her continued feeding issues, her short attention span and her peer play interaction opportunities.

 

  1. Overall Health and Medical Information (including a statement regarding hearing and vision status).

 

  1. Hayley is currently a healthy child. She recently passed her hearing and vision exams.
  1. Adaptive development

 

  1. Already can: Hayley usually sleeps through the night. The family eats together most nights, although Hayley is a picky eater. She usually only swallows some food due to poor lip closure and may drool later.

 

  1. Is beginning to: Eat a variety of foods; Close her lips when given a physical prompt

 

  1. The next skills are: Increase the variety of foods she will try; Increase her lip closure in order to help her eat more
  1. Cognitive development

 

  1. Hayley explores and activates cause and effect toys. She enjoys being read to for brief periods of time, especially when sitting on her mom’s lap. She is beginning to show interest in pretend play with dolls and visually find and follow people, objects and things.

 

  1. Communication development, including receptive and expressive communication

 

  1. Hayley points to objects, people and events. She responds with vocalizations and gestures to simple questions, especially when diapering, reading books and playing with “noisy” toys. She is beginning to make some word approximations.

 

She has occasionally followed a direction given to her when playing with toys.

  1. Motor development, including fine and gross motor

 

  1. Hayley is now walking and on the move! She is using a fisted grasp to hold smaller items, such as a fork or crayon.
  1. Social/Emotional development

 

  1. Already can: Hayley enjoys interactions with family and friends. She engages with her mom and dad especially during diapering, reading books and playing. She interacts with her brother during play, especially with “noisy” toys. She loves music! She shows a wide variety of emotions. She moves frequently and may not sit long enough to finish an activity or toy sequence.

 

  1. Is beginning to: Attend to activities or toys for one to three minutes.

 

  1. The next skills are: Increase the length of time she attends to a toy or activity in order for her to play longer with toys

 

Functional Outcomes

 

Functional Outcome #1 (Child)

 

Family Priority: We want Hayley to eat more food.

 

Outcome Statement: What do we want for Hayley and our family? Hayley will close her lips in order to be able to eat more food.

 

 

Strategies/Activities: How will we achieve this outcome? Who will be involved? When and where will the activities occur?

 

Service Providers/Parent/Caregiver: Who will be involved in this strategy or activity?

Natural Environment: Will this occur in the child’s natural environment?

Resources: What resources are available to carry out this strategy/activity?

 

Evaluation: How will we know the outcome is accomplished? Who will review? When? Are there changes needed?

  Remember! This is just a sample.

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