Individulaized Family Service Plan

Mock IFSP (10 points):

Using the IFSP form provided, you will create an IFSP for a made-up child (you make up the child).

Keep in mind IFSPs are for infants and toddlers aged birth-36 months and IEPs are for students 3-22 so make your outcomes meaningful.

You must fill out the following sections:

Page 1: Name, birthday, date of referral, family language, parent(s) name(s)

Page 2: Name of child, Family concerns and desired priorities [list why the family is seeking services and what they want their child to accomplish with services]

Page 3: Child strengths and family strengths

Page 4: vision and current abilities; hearing and current abilities; health status and current abilities

Page 5: Cognitive, communication and social/emotional all with current abilities

Page 6: Self-help, fine motor, gross motor all with current abilities

Page 7A: one goal, child/family strengths related to this goal, what will be done by whom

Page 7B – 11 you may leave blank.

 

 

 

Isabel Peterson

 

Age: 13 Grade: 8th

Ethnicity: Caucasian Language: English Classification: Autism

Family and Cultural Background:

Isabel lives at home with her mother. Isabel has an older brother and a younger sister who are attending the state university and an older sister who is married and has two children. Mr. Peterson passed away a few years ago; Isabel still cries herself to sleep at night, sobbing that she misses her daddy. Mrs. Peterson works full-time as a housekeeper at an upscale hotel. Mrs. Peterson has been very appreciative of the education provided to Isabel, and has respected school personnel by accepting all of their educational recommendations. However, she had told her other children that she hopes for the day when Isabel can work for the local International Food Store, owned and operated by Mrs. Peterson’s brother, George Hansen. She feels confident that this would provide life-long employment for Isabel, whereas she is not as trusting of a commercial chain store to care as much about the special needs and circumstances of her daughter.

 

Prior School Experience:

Isabel was diagnosed as having ASD shortly after her third birthday. She received early intervention services in the home and the Early Education Center, attended a preschool for students with developmental delays, and progressed through elementary and middle school in classes for students with disabilities and in classes alongside her nondisabled peers.

Other Instructional and Behavioral Information:

 

 

Functional Academics: Isabel can compute additional and subtraction problems with four digits using a calculator; but computes 2-digit multiplication and division problems with 50% accuracy. When asked, Isabel can give the names and values of coins, can count coins to values to $1, and can use the “dollar more” strategy to values of $20. She can read a digital clock to the minute but only an analog clock to the hour.

Isabel can read books on a 2.5 grade level, but her comprehension is on a 1st grade level. She enjoys books about young adults, but gets frustrated because of the reading skills necessary for reading such books. Isabel enjoys writing about events of the day in her electronic diary. Her

 

 

Adapted from Guide to Writing Quality Individualized Education Programs, Gibb & Dyches, 2007

 

writing composition is on a 2nd-grade level; however, she uses a spell checker with 50% accuracy to check her work.

Social/Emotional: Isabel is highly social, and loves to tease her friends in a playful way. When required to complete difficult or “boring” tasks, Isabel often avoids these tasks by talking with her friends, and it often takes 5-10 verbal prompts to get Isabel to begin the task. Once she begins, she almost always completes the task. When she is tired she exhibits extreme emotions. She learns best when she can have fun or play games, is supported in her personal choices, and is given opportunities for social growth.

Communication: Isabel is able to communicate many of her wants and needs, transferring information, using social etiquette, and engaging in conversation for social closeness. She also engages in self-talk to regulate her emotions; however, she often gets “stuck” talking about negative feelings such as anger, frustration, sorrow, and jealousy, and is unable to resolve these issues by herself. Isabel’s intelligibility is not clear, especially for those not familiar with her, and she is unable to repair conversations when they break down.