Chapter 4
DEVELOPING INDIVIDUALIZED INTERVENTION PLANS AND
PROGRAMS
OUTLINE
I. The Individualized Family Service Planning Process for Infants, Toddlers, and Their
Families
A. The IFSP process
B. Participants in Initial and Annual IFSP Meetings
II. Service Coordination
A. Who Can Become Service Coordinators?
B. Models of Service Coordination
III. Promoting Essential Interagency Collaboration
IV. Developing IEPs for Preschoolers
A. The Interdisciplinary IEP Team Meeting Process
V. Considering Danny
A. Background Information
VI. Required Contents of the IEP
VII. Writing Program Objectives (Benchmarks)
A. Basics of Writing Behavioral Objectives
B. Guidelines for Choosing and Writing Behavioral Objectives
VIII. Facilitating Transition
IX. Summary
X. Discussion Topics and Activities
ESSENTIAL CONCEPTS AND VOCABULARY
Behavioral objectives
Blended model
Collaborative interchanges
Community networking
Concerns, priorities, and resources
Criterion
Family-centered approach to assessment
IEP annual goals and objectives
IEP outcome statements
TEST QUESTIONS – CHAPTER 4
Multiple Choice
1. Participants in IFSP meetings usually include
a. Parents, physician, an advocate
b. Service coordinator, assessor, physician
c. Parents, service coordinator, assessor
d. Physician, service coordinator, other family members as desired by parents
2. The person whose job it is to serve as the single point of contact in helping families to obtain
appropriate services is the
a. Specialist involved
b. Early interventionist
c. Assessor
d. Service coordinator
3. At what age does the law require an IEP?
a. One year
b. Two years
c. Three years
d. When the child enters kindergarten
4. Which person does not usually participate in the meeting where the IEP is developed?
a. Parent
b. Physician
c. Administrator in the school district
d. Special education teacher
5. Whose goals take highest priority on the list of objectives formulated at the IEP planning
meeting?
a. Parent
b. Special education teacher
c. Specialist most involved
d. Interdisciplinary IEP team member
6. Who has primary responsibility for implementation of the IEP?
a. Parent
b. Special education teacher
c. Specialist most involved
d. Administrator in the school district
7. Proficiency level on a task is usually defined as
a. 50%
b. 60%
c. 80%
d. 100%
8. _______ are what a child with disabilities can be expected to accomplish in one school year.
a. Program plan
b. En route goals
c. Criterion
d. Annual goals
9. A child’s IEP must include all of the following except
a. A statement of annual goals and short-term objectives
b. A complete instructional plan
c. A statement of the child’s level of functioning
d. The appropriate objective criteria
10. Which of the following is not a basic component of behavioral objectives?
a. The behavior the child is expected to perform
b. The level of performance expected
c. The conditions under which the performance will take place
d. The day the objective is completed
True-False
1. The IFSP is family-focused while the IEP is still more child-focused.
2. The IEP includes goals and objectives.
3. The IEP process provides for service coordination and smooth transition.
4. The IFSP and the IEP documents are secondary to the process the team uses in developing
them.
5. The multidisciplinary assessment team is expected to collaborate with the parents in writing
appropriate goals and objectives for the IFSP.
6. The primary decision maker in the IFSP is the service coordinator.
7. The IFSP document contains outcome statements.
8. The IFSP and the program plan are one and the same.
9. One job of the service coordinator is informing families of the availability of advocacy
services.
10. When writing a behavioral objective, you should include every possible step that the child
will take to achieve that objective.
Short Answer
1. The most difficult step in task analysis, the one that is your final destination, is the terminal
objective.
2. How often must an IEP be evaluated?
3. How is an annual goal different from a related behavioral objective?
4. Why do outcome statements in the IFSP often use the term, “in order to”?
Comprehensive Essay
1. Explain task analysis. How is it used?
2. Transition to preschool is described as a stressful time for parents and children. Why would
that be true? What are some things service coordinators can do to make the transition smooth?
3. Compare the IFSP process with the IEP process. What are the similarities and main
differences?
4. Write a behavioral objective for use in an inclusive classroom. Identify the three basic parts
of the objective.
5. How do outcome statements in the IFSP differ from goals and objectives found in the IEP?
6. What should a teacher do to be thoroughly prepared for an IEP conference?
7. Assume that you have a group of four children, ages 3 and 4. One of them loves to draw and
can draw a stick figure with a recognizable face, arms, and legs. Two can draw a stick figure
with recognizable face, and one can only scribble. Your goal is: “To improve the children’s
ability to draw a person.” The terminal objective is, “When the teacher provides paper and
crayons and suggests that the children ‘draw a picture of Mommy or Daddy,’ the children will
draw a circle, then add eyes, nose, mouth, and ears to the circle.” They will draw lines to
indicate arms and legs. The criterion is appropriate placement of the facial features and at least
four lines for arms and legs. Remember that some of these children are too young to achieve the
terminal objective.
Write a sequence of en route behaviors that will be appropriate for the children. Assume
that the younger children will do the simpler objectives only. However, all will progress toward
the terminal objective.
8. Outline and describe the process for developing an IFSP with a family. What should happen
from the time the family is referred for service until the document is signed by parents and
professionals?
9. State specifically what is required in a statement in the IFSP document that refers to “natural
environments.” Explain the rationale behind the statement.
CHAPTER FOUR – ANSWER KEY