S E A R C H   
IFSP Tutorial - Developing and Implementing

Implementing the IFSP:

Essential Content for Implementing the IFSP

Page 3 of 16

Informal and formal early intervention services

Throughout this tutorial, the phrase “family/child supports and services” or “early intervention supports and services “ is used to encourage readers to think of early intervention as more than formal services from therapists, educators, nurses, social workers etc. Early intervention provides supports and resources to families of young children includes formal and informal networks (Trivette, Dunst & Deal, 1997):

Formal supports/services include early intervention services in a local Infants and Toddlers Program funded by the IDEA, as well as from other departments, organizations or programs serving children and families such as parent education classes in a public school or social service agency, health and specialized medical services, or housing options for homeless families.

Informal resources include child care centers, toddler programs in libraries, community service clubs, recreation and sports programs, education programs in parks, nature centers and museums.

These informal resources in natural environments prompt natural learning opportunities for infants and toddlers.

Effective IFSP planning identifies a range of formal and informal resources to assist families in achieving their functional outcomes for their children. Where family/child supports and services are provided depends on what needs to be done to help a child participate in key activity settings. This means that families and early intervention providers should agree on IFSP outcomes before talking about which supports/services a child will receive, where they will be provided and how frequently. Each family’s unique culture, including their daily activities and parenting routines, form the basis for helping a child use emerging skills to participate in desired activity settings.

Examples of informal support networks are illustrated in the following written and video vignettes. Consider how each vignette illustrates how child/family interests and routines/interactions in familiar or desired natural environments were used to prompt desired functional outcomes for children and families.

Using the library to encourage making choices:

Sharon’s family wants her to “talk more” i.e., express her needs and wants instead of whining and crying. Sharon loves to sit on her grandmother’s lap and look at pictures but needs books with large print and pictures to accommodate her limited vision. Her early intervention provider joins Sharon, her mother and grandmother at their local library to look for appropriate books and talk about how to use them to prompt Sharon’s language and social interaction. The three adults talk about how to help Sharon use words to indicate which book she wants to look at, what she sees on each page, and how to ask for drink of water. The early intervention provider also talks with Sharon’s mother about how she can cue the librarian to accommodate Sharon’s low vision (e.g., sitting Sharon right next to the librarian, making her the page turner, avoiding glare from the overhead lights) so she can enjoy the toddler pre-literacy group.



Playing at home and at a playground to promote social and motor skills:

Deep loves to play with his older brother, Rajiv. His early intervention provider, Sheila, schedules visits when Rajiv is home because he motivates Deep to use his arms and legs to move around and play. Sheila accompanies the brothers and their mother to the playground in their apartment complex as well as to the local McDonalds to explore strategies for prompting Deep to engage in active play activities with his brother that encourage using both hands together to climb on and over the play equipment, throw, catch and roll balls, and chase one another.



Talking walks in the neighborhood to increase verbalizations:

Donelle’s mother would like him to start talking. His big interests are trucks and buses, and he gets really excited whenever he sees them. His early intervention provider accompanies the family on walks around the neighborhood so she can model sounds and gestures to help Donelle communicate his excitement when he sees trucks and buses, as well as practice using specific sound for familiar people, pets and places he sees during their walk..




Video Clips:

The video clips are available in Windows Media Player format and Quicktime format. In order to view the clips you must have either Windows Media Player or Quicktime installed on your machine. To download the programs, click on the icon next to the program's title.

Windows Media Player


To View the video clips:

1. Choose the speed at which you can view the file. If you have a dial-up modem, then you should choose the low-speed file name. If you have a DSL or Cable Modem then you should choose the high-speed file name.

2. The video will open in the video program. (Windows Media Player or Quicktime)




Videos Below:

Review a video clip of children visiting a pumpkin patch in Maryland with family and friends. This informal community resource provides family recreation and multiple learning opportunities for children to promote social interaction (e.g., sitting next to friends in a wagon), communication (e.g., listening to and/or singing a song), gross motor skills (e.g., sitting on a tractor seat), as well as fine motor skills and sensory input (e.g., holding food in open hand to feed goats).

Windows Media File (wmv)

High-Speed File: Pumpkin Patch

Low-Speed File: Pumpkin Patch (56K modem)

QuickTime (mov)

High-Speed File: Pumpkin Patch

Low-Speed File: Pumpkin Patch (56K modem)







Pages:  1  2  3  4  5  6  7  8  9  10  11  12  13  14  15



Website designed and hosted by:
The Center for Technology in Education (CTE)
Johns Hopkins University Copyright 2003



Legal Requirements
Developing the IFSP
Implementing the IFSP
Getting Started
View Outline