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IFSP Tutorial - Evaluation and Assessment
 

Planning with Families for Evaluation and Assessment:


Application & Reflection


Page 5 of 6

Application 2.6: Using a child's Medical/Developmental information to plan evaluation and assessment

Consider the following scenarios related to using a child’s medical and developmental history in their evaluation and assessment, and reflect on the questions accompanying each vignette.

Easton Family

Kate Easton has just returned home to her parents and her older brother after spending her first three months in a NICU. Kate was born 12 weeks premature and weighed just 1100 grams. She is a fighter, and survived many ups and downs during her NICU (Neo-Infant Care Unit) stay. She is now 4 months old and weighs 4.6 lbs.

Mrs. Easton called the local Infants and Toddlers Program to ask for assistance. You followed up with an initial visit to talk about your EI program and find out more about how to help Kate and her family. Her parents are most concerned about Kate’s weight gain. It takes Kate a very long time to drink her bottle, and she must be fed every 3-4 hours, day and night. The Eastons also have questions about what to expect regarding how soon she will “catch up” with other children, and sit up by herself.


1. How will you explain early intervention to Mr. & Mrs. Easton?

Core considerations: The Easton's experience with medical professionals has been in a neonatal intensive care setting. What information can you share with this family about early intervention, particularly informal and formal family supports, to help them understand what your program offers in comparison to a medical facility?

What do the Eastons need to know about your program so that they can give their informed consent for evaluation and assessment?

 

 


2. What previous medical and developmental evaluations would you expect to have been completed for Kate, and how will you use this information?

Core consideration: Is Kate eligible for Part C early intervention services due to having a condition which can result in developmental delay?

 

 


3. What issues should the Eastons and early intervention service providers discuss in order to plan Kate's evaluation and assessment? What decisions need to be made together?

Core considerations: Review the sections in Session 2 on

 

 


4. How can the Easton's priorities, resources and concerns related to Kate be discussed in a family-friendly manner?

Core consideration: Review family surveys and consider strategies to help families feel comfortable when discussing their personal information.

 

 

 

 


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