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Measuring Outcomes that are Functional and Meaningful
Chester County Early Intervention
Birth to Three August 2015
Outcomes
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ECTA Center has identified 6 criteria for quality outcomes
Click below to take you to the ECTA Center Website
6 Criteria for Outcomes
1. The outcome is necessary and functional for the child’s and family’s life.
2. The outcome reflects real-life contextualized settings.
3. The outcome integrates developmental domains and is discipline-free.
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6 Criteria for Outcomes
4. The outcome is jargon-free, clear and simple.
5. The outcome emphasizes the positive, not the negative.
6. The outcome uses active words rather than passive words.
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ectacenter.org/~pdfs/pubs/rating-
ifsp.pdf
When the child’s contextual
information is available, the following
IFSP outcome criteria can also be
evaluated: •The outcome is based on the family’s
priorities and concerns.
•The outcomes described both the child’s
strengths and needs based on
information from the initial evaluation and
ongoing assessment.
The outcome
uses active
words rather
than passive ones.
The outcome
emphasizes
the positive,
not the
negative.
The outcome
is jargon-free,
clear and
simple.
The outcome
crosses
developmental
domains and is
discipline-free.
The outcome
reflects real-
life
contextualized
settings.
Place Card Here
Criteria Defining
High Quality, Participation-Based
IFSP Outcomes
Writing functional outcomes
The outcome is
necessary and
functional for
the child’s and
family’s life.
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The OUTCOME
is necessary
and functional
for the child’s
and family’s life.
The OUTCOME
is discipline-free.
The OUTCOME
reflects real-life
contextualized
settings (e.g.,
not test items).
The wording of
the OUTCOME is
jargon-free,
clear and simple.
The wording of
the OUTCOME
emphasizes the
positive.
The OUTCOME
avoids the use
of passive words
(e.g., tolerate,
receive, improve,
maintain).
Criteria for Rating
IFSP Outcomes
When the child’s contextual information
is available, the following IFSP outcome
criteria can also be evaluated: •The outcome is based on the family’s
priorities and concerns.
•The outcomes described both the child’s
strengths and needs based on information
from the initial evaluation or ongoing
assessment.
IFSP Outcome Card 1
Nolan will play with toys
with his sister during bath
time.
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Your Turn To Evaluate Outcomes
• Use the attached examples provided to determine if outcomes meet the criteria
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Using Information to Develop Outcomes/Goals
1) Start with parents’/caregivers’ priorities about child’s learning/development and/or family’s needs
2) Consider what’s working and what’s challenging in everyday routines and activities
3) Consider how the child’s developmental skills, needs and disability influence the child’s learning and participation in everyday routines and activities
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Meaningful Conversation With Families
Click below to hear about having meaningful conversation with families when creating Outcomes
WATCH VIDEO
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Video Courtesy of Ken-Crest Services
Meaningful Conversations With Families
• Use Open-Ended Questions, avoid yes/no questions
• Allow parent/caregiver time to respond
• Follow-up with another question to identify parent/caregivers priority
• Avoid providing answers
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Helpful Resources
Click on the icon for additional resources
regarding having conversations with
families
Measuring Progress on Outcomes
• What do we need to measure?
• How do we involve families in the discussion?
• Ways to collect information
• Documenting
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Measuring Progress Ensure when choosing a progress measurement
that you answer the following questions:
• What will be measured?
• How will progress be measured?
• When will progress be measured?
• Who will collect progress measurement?
• What is the agreed upon frequency in which progress will be reported to parents/caregiver
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Data Collection
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Two Types of Data can be Collected
• Quantitative- Numerical representation of behavior(s)
• Qualitative – Measurement of desired behavior using descriptive and essential characteristics
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SOME DATA COLLECTION TOOLS
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Observation:
Seeing the child in a variety of naturally occurring routines and multiple settings, if appropriate, provides valuable insight into typical performance.
EXAMPLE: Dustin was observed both at home and at the child care center eating breakfast. At home he ate with verbal prompts, while at the child care, he needed hand over hand assistance.
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Observation:
ADVANTAGES
• Gives a good idea of typical behaviors in different routines
• Gives a good idea of typical behaviors in different environments within the same routine
DISADVANTAGES
• Possibility of reporter bias
• Doesn’t typically yield concrete data
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Photographs, Videotapes or Audiotapes:
Taken over time, showing the child engaged in activity that demonstrates the work toward the desired outcome.
EXAMPLE: James was videotaped in March crawling, and in August taking his first steps.
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Photographs, Videotapes or Audiotapes:
ADVANTAGES
• Concrete record
• Lasting record
• Family friendly and meaningful
• Objective
DISADVANTAGES
• Need equipment
• Can be expensive
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Rating Scales :
A list of behaviors or score on a scale; such as satisfaction scale, goal attainment scale, etc.
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Day 5 25 40 50 75 90 100
Mon
Tues
Wed
EXAMPLE: percent of food he fed himself at lunch
Rating Scales
ADVANTAGES
• Easy to determine
• Easy to score
• More informal than tests
DISADVANTAGES
• Bias in giving credit
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Anecdotal Records:
A brief, factual account of unanticipated behavior used to record information about a single event involving a child (the event being selected because it focuses on certain skills or behaviors).
EXAMPLE: Billy asked his mother for “more” milk by signing “more” at lunch. (Billy at kitchen table in high chair, 11:30 a.m. 10/05/03)
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Anecdotal Records:
ADVANTAGES
• Quick
• Easy to do
• Interesting information
• Focus on behaviors
• Information in context
DISADVANTAGES
• Not complete picture
• Might miss details
• Bias of reporter
• Not representative
• Other staff needed
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Frequency Sampling:
How often a child engages in certain kinds of behaviors. Need to determine when to observe, how long, in what settings and exactly what behaviors are to be observed.
EXAMPLE:
Skill – Initiating contacts Nonverbal Verbal Nonverbal Verbal
with sister with sister with mother with mother
/// / //// / //
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Frequency Sampling:
ADVANTAGES
• Skills we value
• Uses a chart with periods of time
DISADVANTAGES
• May not be as meaningful for children with complex needs
• Demonstration of time or activities
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Event Recording/Sampling:
Counting the number of times a targeted behavior occurs, indicating both the number of opportunities the child has to exhibit the skill and the number of times it occurs.
EXAMPLE:
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Skill: Mary will drink her milk from a cup and put the cup on the table.
SCHEDULE DRINK THROW COMMENTS
Morning Yes No No problems!
Lunch No Yes Refused drink and threw
once
Event Recording/Sampling:
ADVANTAGES
• Very accurate information
• Objective
• Used in a variety of settings and times
DISADVANTAGES
• Takes event out of context
• May not offer antecedent events
• Lacks details
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Time Sampling:
Observing behavior (or absence of behavior) at
fixed time intervals.
EXAMPLE:
Skill: Manipulates a toy during play
Evaluate at 30, 60, 90 second intervals.
Circle “Y” for yes or “N” for no
Activity 30 sec. 60 sec. 90 sec. Comments
Manipulates toy Y/N Y/N Y/N Jack-in-the-box
Manipulates toy Y/N Y/N Y/N Shape sorter
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Time Sampling:
ADVANTAGES
• Efficient
• Objective
DISADVANTAGES
• Out of context
• No descriptions or details
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Permanent Products:
Counting or saving and comparing observable, concrete results or products.
EXAMPLE: The number of scribbles made with a crayon on paper.
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Permanent Products:
ADVANTAGES
• Observer not needed
• Can be counted/ analyzed after the fact
• Adds to information about the child
DISADVANTAGES
• Limited use
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Representing Data to document progress
VISUAL PRESENTATION PROVIDES A DRAMATIC
VIEW OF PROGRESS-TO-DATE
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Day 5 25 40 50 75 90 100
Mon
Tues
Wed
Thurs
Fri
Sat
Sun
EXAMPLE: percent of food he fed himself at lunch
Percent of food Jason ate by himself at lunch
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Practice and Discussion
• Think of a child and family that you are currently working with. Create an Outcome that meets the 6 ECTA Criteria for Good Outcomes and indicate how you will measure progress (What? How? When? Who? What is the frequency in which progress will be reported to parents?)
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Key Considerations
Interventionists need to familiarize themselves with the outcome and how data is to be collected regarding progress monitoring once assigned to provide services.
If the data collection measurement is not working, discuss and contact the SC to make appropriate changes.
Ensure that you review/analyze the data collected for quarterly progress and that you use the results to recommend any changes. Include a baseline and the results at the end of the quarter.
Please indicate the strategies that are working
and strategies that were not successful. 36
Chester County Procedures
• Quarterly progress reports are to be completed by each team member providing services to the child.
• The IFSP Team will determine who on the team that is responsible for reporting on the specific progress monitoring results on each Outcome in their quarterly progress report.
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Chester County Procedures • Quarterly progress reports are to be completed and
submitted using the Formatta Software. • 3, 6, and 9 Month quarterly progress reports
(reviewed and signed by the Agency Reviewer) are to be submitted via e-mail to the assigned SC two weeks prior to the calculated quarterly due date based upon the current IFSP Dates.
• 12 Month quarterly progress reports are to follow the same procedures above with the
exception of due date. They are to be submitted via e-mailto the assigned SC two weeks prior to the scheduled annual evaluation meeting.
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It is important that you:
• Print and complete the Quiz
• Print the Certificate; add your NAME, Signature and date and send quiz results and certificate to Jamie Jakubowitz, [email protected] for signature.
Completion Instructions
Name: _________________________Date Completed: ___________Provider Agency: _______________
Measuring Outcomes That Are Functional and Meaningful
Post-Test for Chester County EI 0-3 Interventionist
1) Select the following criteria according to the ECTA Center that are used to determine if Outcomes
are functional, select all that apply:
a) The Outcome integrates developmental domains and is discipline-free.
b) The Outcome is written in technical language that is easily understood by other
interventionist.
c) The Outcome uses active words rather than passive words.
d) The Outcome is necessary and functional for the child’s and family’s life.
2) What is one of the three key pieces of information that need to be used when developing IFSP
Outcomes:
a) Start with what you feel are the priorities about the child’s learning/development and/or
family’s needs.
b) Start with parents’/caregivers’ priorities about child’s learning/development and/or family’s
needs.
c) Consider first your opinions about how the family should change their routines/activities
before asking the family what’s working and what’s challenging.
d) Use only the test scores to determine the Outcomes, do not consider what has been learned
during the evaluation and assessment.
3) What questions should be asked when determining a progress measurement, select all that apply:
a) What?
b) When?
c) How?
d) Who?
4) What are the two types of data that can be collected?
__________________________________
__________________________________
Name: _________________________Date Completed: ___________Provider Agency: _______________
5) What should an interventionist do when the measurement listed on the IFSP no longer is relevant
and requires updating?
a) Nothing
b) Contact the SC to discuss that the measurement is not longer relevant and provide the
updated measurement to the SC to make the changes on the IFSP.
c) Change the measurement and begin measuring using the updated measurement, update the
SC at the annual which is in six months.
d) Notify the family only of the change in measurement
6) List at least four of the possible Data Collection Tools discussed in the training:
____________________________ ______________________________
____________________________ ______________________________
7) In Chester County, Interventionist complete/submit their quarterly progress reports using the
__________________ software?
a) Excel b) Formatta c) Word d) None
8) When are the 3, 6, or 9 months quarterly progress reports due to the assigned SC (completed and
signed off by agency reviewer)?
a) The actual date the quarterly report is due to be completed.
b) Two months in advance to my agency
c) When I’m able to get it done
d) Two-Weeks prior to the quarterly due date
9) True or False (circle one regarding the statement below)
All team members may report overall progress on any of the IFSP Outcomes.
Score: ______________
Signature of Agency Representative: _____________________________________ Date: ____________
Name: _________________________Date Completed: ___________Provider Agency: _______________
Measuring Outcomes That Are Functional and Meaningful
Post-Test for Chester County EI 0-3 Interventionist
1) Select the following criteria according to the ECTA Center that are used to determine if Outcomes
are functional, select all that apply:
a) The Outcome integrates developmental domains and is discipline-free.
b) The Outcome is written in technical language that is easily understood by other
interventionist.
c) The Outcome uses active words rather than passive words.
d) The Outcome is necessary and functional for the child’s and family’s life.
2) What is one of the three key pieces of information that need to be used when developing IFSP
Outcomes:
a) Start with what you feel are the priorities about the child’s learning/development and/or
family’s needs.
b) Start with parents’/caregivers’ priorities about child’s learning/development and/or family’s
needs.
c) Consider first your opinions about how the family should change their routines/activities
before asking the family what’s working and what’s challenging.
d) Use only the test scores to determine the Outcomes, do not consider what has been learned
during the evaluation and assessment.
3) What questions should be asked when determining a progress measurement, select all that apply:
a) What?
b) When?
c) How?
d) Who?
4) What are the two types of data that can be collected?
__________________________________
__________________________________
Name: _________________________Date Completed: ___________Provider Agency: _______________
5) What should an interventionist do when the measurement listed on the IFSP no longer is relevant
and requires updating?
a) Nothing
b) Contact the SC to discuss that the measurement is not longer relevant and provide the
updated measurement to the SC to make the changes on the IFSP.
c) Change the measurement and begin measuring using the updated measurement, update the
SC at the annual which is in six months.
d) Notify the family only of the change in measurement
6) List at least four of the possible Data Collection Tools discussed in the training:
____________________________ ______________________________
____________________________ ______________________________
7) In Chester County, Interventionist complete/submit their quarterly progress reports using the
__________________ software?
a) Excel b) Formatta c) Word d) None
8) When are the 3, 6, or 9 months quarterly progress reports due to the assigned SC (completed and
signed off by agency reviewer)?
a) The actual date the quarterly report is due to be completed.
b) Two months in advance to my agency
c) When I’m able to get it done
d) Two-Weeks prior to the quarterly due date
9) True or False (circle one regarding the statement below)
All team members may report overall progress on any of the IFSP Outcomes.
Score: ______________
Signature of Agency Representative: _____________________________________ Date: ____________
`
This is to certify that has completed (Print Name)
1 Hour(s) of Measuring Outcomes That Are Functional and Meaningful (no breaks) (name of training)
on at KenCrest Online Module (Date) (Location)
Presented by: Chester County MH/IDD
Provider Signature:
2017/2018
