Based on the information students have about the family, they will list their resources, priorities, and concerns related to enhancing the child’s development. Students will write two long-term

Students will select a vignette about a family with a child who is eligible to receive early intervention services. Students will complete a blank IFSP form will all relevant information based on the case of Kim. You can add in any information that may not be addressed in the case study. 

Students are then required to determine the family’s resources, priorities, and concerns and then generate long-term outcomes (functional goals) and short-term goals for the IFSP. Furthermore, students will write a separate narrative including the following points:

Based on the information students have about the family, they will list their resources, priorities, and concerns related to enhancing the child’s development. Students will write two long-term outcomes (functional goals) for the child and family. This is a statement of what the family would like to see happen as a result of early intervention services. The outcomes may be developmental goals for the child or be related to the family’s ability to enhance the child’s development. The outcome must be functionally stated, in family terms and measurable. (5 points)

For each long-term outcome, students will write three short-term goals. Short-term goals are building blocks that lead to the achievement of the long-term outcome. These goals should be written from the perspective of what the child should be able to accomplish, should represent an end result, and should be functional and measurable. (5 points)