Learn More About Exchanging Information about Child and Family Priorities

To reflect the intent of IDEA Part C legislation and recommended practices, caregiver priorities for their child and family should be reflected in IFSP outcomes and within embedded intervention. To ensure that outcomes reflect caregiver priorities, providers can encourage caregivers to share priorities related to routines (for example, mealtime and bath time are difficult for the caregiver and child; taking walks in the neighborhood is an enjoyable activity for the family). They can also ask caregivers about their priorities related to their and their child's participation within routines and the child's skills during these routines (for example, the child's head, neck, and shoulder control are a concern during mealtime and bath time; the caregiver is concerned about her ability to safely hold and position her child during mealtime and bath time; the caregiver would like the child to hold and drink from a cup during mealtime; the caregiver would like the child to use words to ask for things during play and mealtimes).  

 

Example follow-up questions are listed below that could help families identify their priorities based on the information exchanged about child and family routines, supports, and child participation during routines:  

• When you think about the routines we discussed and what your child is doing now during these routines, what would you like your child to be able to do next? 

• When you think about the routines we discussed and what you and your child are doing during these routines, what would you like to know or be able to do to support your child to participate or learn new things? 

 

Linking Information about Child and Family Priorities with FL-EPIC 

 

Providers continue to exchange information with caregivers about priorities throughout the family's participation in Early Steps as their child learns new skills and the family's priorities, preferences, and resources change. These ongoing, collaborative conversations occur as part of making an embedded intervention plan. They include identifying embedded strategies the caregiver will use to support their child's priority skills during caregiver-identified routines.