Students will select a vignette about a family with a child who is eligible to receive early intervention services. Students will complete a blank

 

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)

Share This Post

Email
WhatsApp
Facebook
Twitter
LinkedIn
Pinterest
Reddit

Order a Similar Paper and get 15% Discount on your First Order

Related Questions

What were Gandhi’s beliefs regarding British control over India?  Gandhi believed

What were Gandhi’s beliefs regarding British control over India?  Gandhi believed ___________________________________________________ ________________________________________ about the British control over India.  In the passage it states, “_____________________________________________ ____________________________________________________________________”  This means that ____________________________________________________ ____________________________________________________________________ This is important because ____________________________________________ ____________________________________________________________________ ____________________________________________________________________. 

CURRICULUM PLANNING AUTHENTIC ASSESSMENT&&DIFFERENTIATION OF INSTRUCTIONDIFFERENTIATION OF INSTRUCTIONCourse Number: EDU 5210Course Number:

CURRICULUM PLANNING AUTHENTIC ASSESSMENT && DIFFERENTIATION OF INSTRUCTIONDIFFERENTIATION OF INSTRUCTION Course Number: EDU 5210Course Number: EDU 5210 Professor Name: Sherone Smith-SanchezProfessor Name: Sherone Smith-Sanchez Student Name: Guzel KalimullinaStudent Name: Guzel Kalimullina The Curriculum Design Wheel Excellent Curricular Planning is the result of child-centered Action- Research PLANNING BY DAP Standards, Goals

DE-IIUnit VI Project Assignment InstructionThis poster assignment measures your mastery of ULO 4.3.Description: You will create a poster that

DE-II Unit VI Project Assignment Instruction This poster assignment measures your mastery of ULO 4.3. Description: You will create a poster that synthesizes information, visually represents key concepts, and demonstrates your understanding of the material about professional development that was covered during the live lecture in this unit. Requirements: 1.