Early Intervention for Children

Early Intervention for Children

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)

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APA

Early Intervention for Children

Case Study: Kim and Family

Narrative:

Family Resources, Priorities, and Concerns

Based on the case study of Kim, the family has a range of resources that can be leveraged to enhance Kim’s development. These resources include family support, access to health services, and a stable home environment. The family prioritizes providing Kim with a nurturing, stimulating environment that can support her developmental needs. Kim’s parents are particularly concerned about her speech and language delays and her lack of interaction with peers. They are eager to receive guidance on how to integrate early intervention strategies into daily routines and interactions with Kim.

The family’s concerns are focused on Kim’s ability to communicate effectively, her social development, and the impact that her developmental delays may have on her ability to integrate into a school setting in the future. They are particularly worried about her lack of verbal communication and limited engagement in social play with other children.

Long-Term Outcomes (Functional Goals)

1. Long-Term Outcome 1: “Kim will develop the ability to communicate effectively with family members, caregivers, and peers through both verbal and non-verbal communication methods, in a manner that supports her social and…