Quality in Individualized Family Service Plans

Bennett T. Zhang C. Hojnar L. (1998). Facilitating the full participation of culturally diverse families in the IFSP/IEP process. Infant-Toddler Intervention: The Transdisciplinary Journal, 8, 227-249.

Boavida T. Aguiar C. McWilliam R. (2014). A training program to improve IFSP/IEP goals and objectives through the Routines-Based Interview. Topics in Early Childhood Special Education, 33, 200-211.

Boone H. A. McBride S. L. Swann D. Moore S. Drew B. S. (1998). IFSP practices in two states: Implications for practice. Infants & Young Children, 10(4), 36-45.

Bruder M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76, 339-355.

Bruder M. B. Staff I. McMurrer-Kaminer E. (1997). Toddlers receiving early intervention in childcare centers: A description of a service delivery system. Topics in Early Childhood Special Education, 17, 185-208.

Campbell P. H. Sawyer L. B. (2007). Supporting learning opportunities in natural settings through participation-based services. Journal of Early Intervention, 29, 287-305.

Campbell P. H. Strickland B. La Forme C. (1992). Enhancing parent participation in the individualized family service plan. Topics in Early Childhood Special Education, 11(4), 112-124.

CONNECT: The Center to Mobilize Early Childhood Knowledge. (n.d.). Module 3: Communication for collaboration. Retrieved from http://community.fpg.unc.edu/connect-modules/learners/module-3

Deal A. G. Dunst C. J. Trivette C. M. (1989). A flexible and functional approach to developing Individualized Family Support Plans. Infants & Young Children, 1(4), 32-43.

Division for Early Childhood. (2014a). DEC position statement: The role of special instruction in early intervention. Retrieved from http://www.dec-sped.org/papers

Division for Early Childhood. (2014b). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices

Dunst C. J. Trivette C. M. Hamby D. W. Bruder M. B. (2006). Influences of contrasting natural learning environment experiences on child, parent, and family well-being. Journal of Developmental and Physical Disabilities, 18, 235-250.

Early Childhood Research Institute on Measuring Growth and Development. (1998). Theoretical foundations of the Early Childhood Research Institute on Measuring Growth and Development: An early childhood problem-solving model (Vol. 6). Minneapolis: University of Minnesota.

Early Childhood Technical Assistance Center. (2005). Questions for eliciting family interests, priorities, concerns, and everyday routines and activities. Retrieved from http://www.ectacenter.org/topics/families/famassess.asp

Espe-Sherwindt M. (1991). The IFSP and parents with special needs/mental retardation. Topics in Early Childhood Special Education, 11(3), 107-120.

Greenwood C. Buzhardt J. Walker D. (2008, October). Using progress monitoring to support RTI services for infants and toddlers. Presented at the Division for Early Childhood Annual Conference on Young Children with Special Needs and Their Families, Minneapolis, MN.

Healy A. Keesee P. Smith B. (1989). Early services for children with special needs: Transitions for family support. Iowa City: The University of Iowa.

Individuals With Disabilities Education Act (IDEA), 20 U.S.C. Sec. 1436(d) (2004).

Jung L. A. (2007). Writing SMART objectives and strategies that fit the ROUTINE. Teaching Exceptional Children, 39(4), 54-58.

Jung L. A. (2010a). Can embedding prompts in the IFSP form improve the quality of IFSPs developed? Journal of Early Intervention, 32, 210-213.

Jung L. A. (2010b). Identifying families’ supports and other resources. In McWilliam R. A. (Ed.), Working with families of young children with special needs (pp. 9-26). New York, NY: Guilford Press.

Jung L. A. Baird S. M. (2003). Effects of service coordinator variables on Individualized Family Service Plans. Journal of Early Intervention, 25, 206-218.

Jung L. A. McWilliam R. A. (2005). Reliability and validity of scores on the IFSP rating scale. Journal of Early Intervention, 27, 125-136.

Krauss M. W. (2000). Family assessment within early intervention programs. In Shonkoff J. P. Meisels S. J. (Eds.), Handbook of early childhood intervention (pp. 290-308). New York, NY: Cambridge University Press.

Kresak K. Gallagher P. Rhodes C. (2009). Siblings of infants and toddlers with disabilities in early intervention. Topics in Early Childhood Special Education, 29, 143-154.

Lea D. (2006). “You don’t know me like that”: Patterns of disconnect between adolescent mothers of children with disabilities and their early interventionists. Journal of Early Intervention, 28, 256-282.

Macy M. Thorndike-Christ T. Lin Y. (2010). Parental reports of perceived assessment utility: A comparison of authentic and conventional approaches. Infants & Young Children, 23, 286-302.

McCormick L. (2014). Assessment and planning: The Individualized Family Service Plan and Individualized Education Program. In Noonan M. J. McCormick L. (Eds.), Teaching young children with disabilities in natural environments (pp. 47-74.). Baltimore, MD: Brookes.

McWilliam R. A. (2007, September 29). Early intervention assessment, planning, and service delivery using Routines-Based Interviews™. Presented at the 2007 Indiana Early Childhood Conference. Retrieved from http://www.vanderbiltchildrens.com/uploads/documents/ccd_using_rbis.pdf

McWilliam R. A. (2010). Routines-based early intervention: Supporting young children and their families. Baltimore, MD: Paul H. Brookes.

McWilliam R. A. Casey A. M. Sims J. (2009). The Routines-Based Interview: A method for gathering information and assessing needs. Infants & Young Children, 22, 224-233.

McWilliam R. A. Ferguson A. Harbin G. L. Porter P. Munn D. Vandiviere P. (1998). The family-centeredness of Individualized Family Service Plans. Topics in Early Childhood Special Education, 18, 69-82.

Park J. Turnbull A. P. (2003). Service integration in early intervention: Determining interpersonal and structural factors for its success. Infants & Young Children, 16, 48-58.

Pizur-Barnekow K. Patrick T. Rhyner P. M. Folk L. Anderson K. (2010). Readability levels of Individualized Family Service Plans. Physical & Occupational Therapy In Pediatrics, 30, 248-258.

Polmanteer K. Turbiville V. (2000). Family-responsive individualized family service plans for speech-language pathologists. Language Speech, and Hearing Services in Schools, 31, 4-14.

Pretti-Frontczak K. Grisham-Brown J. Hall A. Rutland J. Pfeiffer-Fiala C. (2010, November). Authentic assessment for planning intentional instruction in blended early childhood settings [PowerPoint Slides]. Paper presented at the Division for Early Childhood Annual Conference for Young Children with Special Needs, Kansas City, MO.

Ray J. A. Pewitt-Kinder J. George S. (2009). Partnering with families of children with special needs. Young Children, 64(5), 16-22.

Ridgley R. Hallam R. (2006). Examining the IFSPs of rural, low-income families: Are they reflective of family concerns? Journal of Research in Childhood Education, 21, 149-162.

Ridgley R. Snyder P. A. McWilliam R. A. Davis J. E. (2011). Development and initial validation of a professional development intervention to enhance the quality of Individualized Family Service Plans. Infants & Young Children, 24, 309-328.

Sabatino C. A. (2001). Family-centered sections of the IFSP and school social work participation. Children & Schools, 23, 241-252.

Sandall S. Hemmeter M. L. Smith B. J. McLean M. E. (2005). DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Missoula, MT: Division for Early Childhood.

Shelden M. L. Rush D. D. (2009). Tips and techniques for developing participation-based IFSP outcome statements. BriefCASE, 2(1), 1-6.

Slentz K. L. Bricker D. (1992). Family-guided assessment for IFSP development: Jumping off the family assessment bandwagon. Journal of Early Intervention, 16, 11-19.

Stefanakis E. (2002). Multiple intelligences and portfolios. Portsmouth, NH: Heinemann.

Workgroup on Principles and Practices in Natural Environments, OSEP TA Community of Practice: Part C Settings. (2008, March). Seven key principles: Looks like / doesn’t look like. Retrieved from http://www.ectacenter.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike3_11_08.pdf

Xu Y. (2008). Developing meaningful IFSP outcomes through a family-centered approach using the double ABCX model. Young Exceptional Children, 12(1), 2-19.

Zhang C. Bennett T. (2003). Facilitating the meaningful participation of culturally and linguistically diverse families in the IFSP and IEP process. Focus on Autism and Other Developmental Disabilities, 18, 51-59.