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IFSP Tutorial - Developing and Implementing

Implementing the IFSP:


Page 6 of 9

Application 3.5:
Early intervention supports and services for Yvonne and Blake

Review the entire video clip about Yvonne and Blake from Just Being Kids (each Local Infants and Toddlers Program in Maryland has a copy of the video and facilitators manual). Blake is a very bright 2 ½ year old boy who likes “hot wheels” cars, computer games, cooking (play and real), and imaginative play. Blake can walk slowly and unsteadily with a walker, but does not like to use it. His fine motor skills have been one of his strengths, and he still needs help with age appropriate activities that require the skilled us of both hands. Blake routinely became very frustrated with the typical grocery shopping routine, due partly to the fact that his cognitive development exceeds his motor abilities.

After watching Blake’s entire vignette, discuss how your Infants and Toddlers Program could assist this family. In “real life, Trudee, an occupational therapist, served as the primary service provider for Blake and his parents to make shopping trips easier by supporting Yvonne to improve Blake’s behavior in the store, and actively engage him in learning opportunities found in the grocery store.

Consider the following questions with colleagues and family representatives (e.g. your family network coordinator and family members from your program).

  1. What functional outcomes has Yvonne selected to work on with Blake?
  2. How will the early intervention team know that they have achieved this outcome? (Suggest measurable criteria this team might use to review Blake’s progress)
  3. What informal and formal family/child supports and services would be helpful in assisting this mother to reach her outcome for Blake?
  4. If formal early intervention supports/services from your Infants and Toddlers program are desirable, who has the expertise to address these outcomes?
  5. How does Trudy use her expertise to support all family members? What are her suggestions for promoting Blake’s ability to participate positively in grocery shopping? What other strategies/suggestions might you suggest?
  6. How are key early development foundations (i.e., social interaction, mastery of the environment and engagement in learning) addressed in these outcomes as well as suggested strategies?
  7. How frequently, and for how long will formal early intervention family/child supports and services be provided?
  8. Where will family/child supports and services will be provided?


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