Child and Family Outcomes

Outcomes should be worded as observable skills, behaviors, products or events the team wishes to see within 6 months to 1 year. 

This establishes a rationale for the prioritization of this outcome. This statement makes clear to all members of the IFSP why the outcome has been prioritized and is included. 

This section equates to the “present levels of performance” section of an IEP, describing what the child and family are currently doing specific to this functional outcome.

This section is a description of how you will measure this achievement of the functional outcome; the acquisition criterion. Measurable criteria track an action or behavior that can be seen or heard reliably by others, and do not require interpretation or guessing to determine when an outcome has been achieved. Specific criteria establish a realistic reference point for parents, other caregivers, and early intervention providers to easily see or hear that an outcome has been achieved. Criteria should specify where and when to observe a behavior or action. Tracking progress is difficult when criteria are too broad, are ambiguous or are stated in terms of percentages. It is important to remember the purpose of an outcome as you identify an ending criterion. For example, if the purpose of the outcome was to promote the acquisition of a new skill or behavior, an ending criterion of “three times within one week” may be appropriate. If the purpose of the outcome was to increase a child’s rate or fluency with which he or she performs an existing skill, an ending criterion of “within two minutes” is logical. If, instead, the purpose of the outcome is to promote a child’s use of an acquired skill or behavior across environments, an ending criteria such as “three times a week at child care and at home” makes sense. Reports of progress by parents and other primary caregivers are acceptable and encouraged. 

Describe the timeline, entering the month and year, that will be used to determine the extent to which progress is being made towards achieving the outcomes and the timelines that will be used to determine whether modifications or revisions of the expected outcomes or early intervention services identified in the IFSP are necessary. The timeline should reflect the anticipated date by which an outcome is expected to be achieved, and the points at which, and by whom, the progress will be monitored. For example, a family may choose to emphasize the skill of walking as a measurable result. The IFSP may note the timeline for the outcome of pulling to stand by 3 months from date of the IFSP, for the outcome of cruising around furniture by 6 months from date of the IFSP, for the outcome of walking short distances without support by 12 months from date of IFSP as measured by parent report. 

Describe how the selected intervention methodologies will be implemented throughout the natural learning opportunities that are part of the family’s daily routines. This section should clearly describe how members of the IFSP team or other caregivers of the child are embedding intervention into activities such as meals, play, bath, bed and other important daily routines. 

Acknowledging and validating what the parents want (I understand that walking or talking is important to you) but also educating them on how children learn and grow during daily routines.

Here are some questions to ask the parent if they say their priority is the have their child walk or talk:

• Can you tell me more about what this could look like during your family's daily routines? 

• Are there certain routines or activities during your day that having them move or communicate would be helpful?

• Are there certain routines or activities during your day that are challenging because your child cannot move or communicate?