IFSP Assignment

By Jessica Bowling Fall 2014

Max is a two year old who has met all milestones except language development. His vision,
hearing and health status are appropriate. He also exhibits severe obsessive tendencies in regards
to certain objects and situations. Max has approximately 6 words that he uses regularly. He says,
mama, bubba, baba, eat (which sound like EEEE), and bye. He does not say dada even though
father is present and has been since birth. His expressive communication is minimal but his
receptive skills are advanced. He recognizes all of the letters of the alphabet and can point them
out. He recognizes animals and types of vehicles and can segregate and class objects when
asked. He can utilize screws and zippers also. Max has a difficult time with transitions of any
kind (which causes him distress in the form of severe meltdowns lasting 15 minutes to an hour).
He fixates on objects that can be open and closed and will do so repeatedly (up to 1 hour and 30
minutes at a time if allowed). He also fixates on technological items and will attempt to procure
them from their owner/spot of placement relentlessly until they are no longer within reach (at
which point distress in the form of meltdowns lasting 15- 30 minutes occur). It is difficult/ not
possible to redirect him during this time to something more appropriate.
Ma would require an IFSP due to being under the age of five. The IFSP is a blueprint for
treatment that will allow Max to meet desired goals and milestones. The IFSP includes the
following components.
A statement of the child's present levels of development: physical
(Including vision, hearing, and health status), cognitive, communicative (language and speech),
psychosocial, and adaptive behavior

A statement of family strengths, resources, concerns, and priorities in relationship to the

child's development

A statement of the major outcomes expected to be achieved for the child and family

A statement of the early intervention services that are necessary to meet the identified
outcomes for the child and family; including the frequency, intensity, and method of
delivering services

A statement of the natural environments in which the services will be appropriately

provided or a statement explaining why services will not be provided in a natural
environment

Projected dates for the initiation of services and the anticipated duration of these services

Identification of a service coordinator who will be responsible for the implementation of

the IFSP and the coordination with other agencies and professionals

Development of a transition plan prior to 3 months before the child reaches age three

Written consent from the parents or legal guardians (must be obtained prior to provision
of services)
(Blackboard, 2014).

The IFSP process from start to finish (Per First Steps Site)

The child is identified as possibly needing early intervention services

This is normally a referral or on suggestion of the childs pediatrician.
The parent/caregiver contacts First steps and sets up an evaluation date.

The child is evaluated

The local early intervention services program will have evaluators meet
with the child and observe how he/she interacts.

Eligibility is decided

Child is found eligible for services

IFSP meeting is scheduled

IFSP is written based on the meeting with the parents/caregiver and the service
coordinator; at this time parent/caregiver gives permission for services to take
place.

Services are provided

Progress is measured and reported to parents as well as to the early intervention

services agency.

IFSP is reviewed

Child is reevaluated to determine if further services are needed.

A child is eligible to participate in early intervention services until the age of 3. If services are
expected to be needed after the age of three, transition will occur prior to the childs third
birthday. The transition process is detailed below:
The purpose of the transition meeting is to discuss future service options and matters related to
the childs transition as a child approaches his or her third birthday. During this meeting, a
written plan for transition is developed, outlining the steps that the family, current early
intervention team, Early Childhood Special Education staff and/or other community service
providers will follow in order to ensure a seamless and smooth transition from First Steps. The
90-day Transition meeting is convened and facilitated by the First Steps Service Coordinator.
First Steps providers are encouraged to attend in order to contribute to the childs plan for
transition.
The role of Service Coordinators and Providers at the transition meeting:
Actively participate in the development of the transition plan
Discuss family priorities and concerns with regards to transition expectations
Provide present levels of development and be prepared to share the most recent quarterly report
to the LEA representative, with parental consent
Make recommendations to help achieve transition outcomes stated by the family
Be knowledgeable of local resources
The written plan must include: (1) desired outcomes (2) identified service providers (3) an
outline regarding transfer of information (4) timelines with dates of anticipated conclusion of
early intervention services and commencement of subsequent activities (5) with concurrence of
the family, a statement of the familys priorities, concerns, and resources related to transition
expectations. (Transition meeting must occur at least 90 days prior to the childs third birthday,
but may occur as early as 270 days before) (IN.gov, 2014)
Benchmarks and objectives for each:

 Max will develop a larger vocabulary in order to communicate with family

members.
o Max will have enlarged his vocabulary to include 20 simple words. (Yes,
no, dad, dog, cat, book, etc.).
o Max will be able to use those simple words in short Subject/Verb
sentences. (Look dog, Dog Bark, I walk).
o Max will still be building his vocabulary and using new words as often as
possible.

Max will communicate with signs or provided communication board when he

cannot say a word.
o Max will be able to let his mom know what he wants for breakfast, lunch
and dinner by pointing to his food board for that meal.
o Max will be able to utilize the signs Yes and No in appropriate context
to allow communication.
o Max will be able to sign simple sentences (Subject/Verb) to
communicate. (I eat, I drink, I potty, Help please).
Maxs obsessive tendencies will lesson and his ability to transition from one
activity to another will improve.
o Max will be given a short amount of time to feed obsession (door open
and closing) by using a visual timer. When his time is up he will no
longer continue the activity.
o Maxs will be able to transition from one activity (puzzle) to another (car)
without distress. Currently Max has approximately 15 minutes of distress
and screaming during transitions.
o Max will be able to accept that when an expected outcome does not occur,
he can calm himself. For example, if the phone rings and doesnt get
answered, that is okay. (Currently has 15 minutes or more of distress if a

telephone is utilized by parent but conversation doesnt occur, i.e... Wrong

number, accidental disconnection, or party being called isnt available).
Maxs progress will be measured during weekly therapy by his occupational therapist and his
developmental therapist. The therapists will inform his parents and the agency of how he is
progressing. It will be evaluated every three months during meetings with his service coordinator
and main evaluator. He will have occupational therapy one day a week for one hour and
developmental therapy one day a week for one hour. The therapy will occur at his home in
order for him to better interact with his immediate and regular environment.

References
Family and Social Services Administration. (n.d.). Retrieved December 7, 2014, from
http://www.in.gov/fssa/ddrs/2815.htm

Appendix T-C. (n.d.). Retrieved December 7, 2014, from

https://online.ivytech.edu/bbcswebdav/pid-20216199-dt-content-rid50755662_1/courses/EDUC230-00K-K1-201420/EDUC230-00K-K1201320_ImportedContent_20130802011445/Comparison of IEP & IFSP.pdf