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Developing Functional Child Outcomes For the IFSP

Developing Functional Child Outcomes For the IFSP . presented in collaboration with. Authors. With contributions from Naomi Younggren, Department of Defense/Army Early Intervention; Debbie Cate, NECTAC; Megan Vinh, WRRC; Joicey Hurth, NECTAC/NERRC;

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Developing Functional Child Outcomes For the IFSP

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  1. Developing Functional Child Outcomes For the IFSP presented in collaboration with

  2. Authors With contributions from Naomi Younggren, Department of Defense/Army Early Intervention; Debbie Cate, NECTAC; Megan Vinh, WRRC; Joicey Hurth, NECTAC/NERRC; Christina Kasprzak, NECTAC/ECO; and Grace Kelley, SERRC Anne Lucas NECTAC / WRRC KathiGillaspy NECTAC / ECO Mary Peters NECTAC

  3. Benefits of Functional Outcomes • Functional outcomes are needed for children to master the skills they need for: • Engagement • Independence • Social Relationships • Functional outcomes emphasize the child’s participation in a routine or activity; • Functional outcomes address skills needed or useful for participation in home, school, or community routines. • McWilliam, R.A., Routines-based early intervention: supporting young children and their families. Baltimore. Paul H. Brookes Publishing Company.

  4. Benefits of functional outcomes Functional outcomes tell us WHY and WHEN a skill is needed and how the child will participate in what happens in the home, at school, and in the community.

  5. How Children Learn • Natural learning opportunities • Every day routines and activities of children and families • Within family and community life (Dunst, Bruder, Trivette, Raab & McLean, 2001; Shelden& Rush, 2001)

  6. Context for Learning: Child Interest and Competence Interests Learning Activities Exploration and Mastery Engagement Competence (Dunst, Herter & Shields, 2000)

  7. Interest-based Learning Children’s interests influence: • Participation in activities • Level of engagement in activities • Amount of practice of new skills • Development of new competencies • Sense of mastery (Raab, 2005)

  8. Defining Engagement “…amount of time children spend interacting appropriately with their environment.” (McWilliam, 2010)

  9. Engagement of Children with Disabilities “Children with disabilities spend more time non-engaged (e.g., wandering around, crying or waiting) than do their typically developing peers.” Presentation on Engagement, R. A. McWilliam. Retrieved from http://www.siskin.org/www/docs/112.181

  10. Practice for Children with Disabilities • Mahoney’s (2008) research on young children with disabilities tells us they need even more practice: twice as much for 50% delay, etc. • They need opportunities to learn – in context (walking on rugs and yards and gravel); instruction, coaching and most of all. . . practice!

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