626 Module 11 Final: Family -Focused Interview and IFSP Project

626 Module 11 Final: Family -Focused Interview and IFSP Project

 

626 Module 11 Final: Family -Focused Interview and IFSP Project

Instruction:

 

Class members are required to develop a project which:

(1) demonstrates skills in interviewing and assessing family strength and needs,

and

(2) develops strategies for building parent-professional partnerships that can then be incorporated in the Individualized Family Service Plan (IFSP)

This interview should be viewed as an opportunity to listen to the family story as well as an opportunity to practice your skills in family interviewing and assessment. The purpose of listening to families is to gain a comprehensive view of the needs and strengths of the family as a basis for providing individualized and relevant support to the family. The product of the interview will be a typewritten report synthesizing information.

ORDER PLAGIARISM FREE PAPER NOW

Due to the impact of COVID19 it may be more difficult to find a family to interview. I have included three recorded interviews that you may use. The same directions should be followed if using the prerecorded interview. You should take notes which should be attached to your Family Report and should be used to create goals for the IFSP.
You must use the following questions in your interview (these questions have been included in the prerecorded interview).

1. When was your child’s disability initially suspected?
2. Please discuss who brought it to the parents’ attention. If it was the parent who first suspected it, what was the cause for this suspicion?
3. Please share your experience with the initial testing process. Also be sure to discuss the child’s experience, as well as how it may have changed during additional testing over time.
4. What was your level of involvement during the IFSP development? Be sure to discuss thoughts on how the process could be changed (if applicable). 626 Module 11 Final: Family -Focused Interview and IFSP Project
5. Please share with me the various forms of therapy, treatment, and support that you and your child have received over time.
6. How would you describe the relationships with the various service providers?  Be sure to include the ability to have your needs understood and met by service providers
7. Discuss both the joys and frustrations that you have experienced with your child.
8. How has the fact that your child has a disability affected others in your immediate family? Be sure to focus on the siblings, spouse, grandparents.
9. How has this experience affected the establishment and maintenance of friendships that the child has had over time?

The project consists of the following steps:

Step 1: Format of the Family Interview (If you are using the prerecorded video you may skip these steps)

Interview a family of a child with disabilities (the younger the better).

Contact the family to set up a time for your interview.

Provide the family with a permission letter (attached) prior to actually conducting the interview.

Attach the notes from the interview to your Family Report. (This must be done for the live and prerecorded video)

Step 2: Write the Family report.  This paper should synthesize the information you obtain from the family interview (either the recorded or live interview).

The report should be five to seven, double-spaced pages.

The paper should use the family systems approach to develop recommendations for a parent-professional partnership. 626 Module 11 Final: Family -Focused Interview and IFSP Project

Structure the paper so that each of the following components is addressed in order:

1. Family characteristics
2. Family interaction
3. Family functions
4. Recommendations

 

Step 3: Write an Individualized Family Service Plan (IFSP) Write an IFSP (see last page) based on the family’s stated and observed priorities, the roles of intervention staff and families, and expected outcomes.

Limit your plan to FOUR family outcomes (using the format which starts with “The family will…”).

The plan will be designed using “recommended practices” for collaborative family involvement, with attention to the family system.

Remember this is not a school-based IEP it is an IFSP based on family collaborative supports.

 

REMEMBER TO ATTACH THE INTERVIEW QUESTIONS AND NOTES TO YOUR FAMILY REPORT.

IFSP Project-1

IFSP Project-1
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeUsing Knowledge of Children to Inform Teaching and Learning	4 pts Full Marks Candidate justifies why learning tasks (or their adaptations)are developmentally appropriate using examples of children’s personal, cultural, or community assets. Candidate makes superficial connections to research and/or developmental theory. 3 pts Intermediate Candidate justifies learning tasks with limited attention to children’s personal, cultural, or community assets. 2 pts Novice Candidate’s justification of learning tasks either is missing OR represents a deficit view of children and their backgrounds. 1 pts Points No insight into the issues. 0 pts Incomplete Issues not discussed or recorded.	4 pts
This criterion is linked to a Learning OutcomeReflection Analysis	4 pts Full Marks This interview is completely insightful. Underlying issues that may not be initially evident are discussed. Critical and higher order thinking is evident at many points. 3 pts Intermediate Critical and higher order thinking is evident some of the time. Good actions and strategies offered in conclusion to help the family 2 pts Novice Interviewer offers limited insight into the issues raised by the assignment. Basic suggestions offered to work with the family. 1 pts Incomplete No insight into the issues facing the family. No actions or strategies offered to work with the family. 0 pts No Marks Reflection and analysis not included	4 pts
This criterion is linked to a Learning OutcomeMeasurable Goals	4 pts Full Marks All goals and/or objectives are developmentally appropriate and take into consideration the individual needs and abilities of the student. All goals are written using measurable and observable 3 pts Intermediate Most goals and/or objectives are developmentally appropriate and take into consideration the individual needs and abilities of the student All goals are written using measurable terms 2 pts Novice The goals and/or objectives are not developmentally appropriate and do not take into consideration the individual needs and abilities of the student 1 pts Points the goals and/or objectives are not developmentally appropriate and do not take into consideration the individual needs and abilities of the student. Goals are not measurable. 0 pts Incomplete Goals and/or objectives are not measurable or present.	4 pts
This criterion is linked to a Learning OutcomeQuality	4 pts Full Marks Entire paper establishes and maintains clear focus and organization. Variety of sentence structure and length; precise and/or rich language. 626 Module 11 Final: Family -Focused Interview and IFSP Project 3 pts Intermediate Paper establishes focus and organization. Controlled and varies sentence structure; acceptable, effective language. 2 pts Novice An attempt has been made to establish and maintain purpose and to communicate with an appropriate audience. Simplistic and/or awkward sentence structure. 1 pts Points Responses to the questions were incomplete. 0 pts Incomplete Responses to the questions are not present.	4 pts
This criterion is linked to a Learning OutcomeContent	4 pts Full Marks Depth and complexity of ideas supported by rich, engaging, and/or pertinent details; evidence of analysis, reflection, and insight. Careful and/or suitable organization. 3 pts Intermediate Depth of idea development; supported by elaboration of relevant details, such as facts, anecdotes, reasons illustrations. Logical organization. 2 pts Novice Unelaborated idea development; unelaborated and/or repetitious details. Lapses in focus and/or coherence 1 pts Incomplete Information is poorly organized with unclear ideas 0 pts Incomplete N/A	4 pts
This criterion is linked to a Learning OutcomeGrammar & Mechanics	4 pts Full Marks Assignment contains 2 or fewer errors. Good mechanics; a relatively mature writing style is evident. Use of references indicates substantial research. 3 pts Intermediate Assignment contains 3 – 5 errors. Few errors in grammar or format relative to length and complexity of paper. Use of references indicates ample research. 2 pts Novice Assignment contains 6 or more errors. Unelaborated idea development; unelaborated and/or repetitious details. Some errors in grammar and/or format that do not interfere with communication. Some appropriate references are used. 1 pts Incomplete The paper is poorly written with serious difficulties in sentence structure, grammar, punctuation, and spelling 0 pts Incomplete N/A	4 pts
This criterion is linked to a Learning OutcomeTimeliness	4 pts Full Marks The document is posted by the assigned Session. 3 pts N/A N/A 2 pts N/A 1 pts Late Paper is late 0 pts Late N/A	4 pts
Total Points: 28

 

Resources:

https://youtu.be/GYg1nfe2vyE

https://touro.instructure.com/courses/100519/files/7615989/preview

https://touro.instructure.com/courses/100519/files/7616088/download?download_frd=1

http://www.parentcenterhub.org/ifsp/

https://touro.instructure.com/courses/100519/files/7616010/preview

https://touro.instructure.com/courses/100519/files/7615937/preview

https://touro.instructure.com/courses/100519/files/7615946/preview

https://touro.instructure.com/courses/100519/files/7615937/preview

https://vimeo.com/

 

 

 

 

EXAMPLE:

Jones Family Report: Characteristics, Interactions, Functions, and Recommendations

The Jones Family (name changed to protect their privacy) is a family of three led by divorced parents John and Kathy. They have three children Tim, Michael, and Lauren ages eight, six, and three, respectively. Divorced two years ago, the parents have been adjusting to the dynamic of living separately while raising the children to the best of their ability. Adding to the list of the challenges that the Jones family is facing is the fact that their youngest, Lauren, was diagnosed with ADHD this year. The Jones family has never had any experience with mental illness, so John’s diagnoses came as a fairly large surprise to them, and they are still adjusting to their new reality. This paper will provide a comprehensive analysis of the characteristics, interactions, and functions of the Jones family as it pertains to John’s diagnoses; in addition, the paper will provide recommendations based on the information learned about the family in the interview conducted by the author. 626 Module 11 Final: Family -Focused Interview and IFSP Project

Family Characteristics

The Jones family is an upper middle class Irish-American family that has lived in Brooklyn for the past eight years. Ken, the father, is the head of the household and makes a good living as a chemical engineer for a large oil company. Prior to their divorce two years ago, Kathy worked as an administrator for the same company but took the previous two years off to raise the children full time. Currently, Kathy has obtained work in a clerical role for an airline in order to help support the alimony and child support she receives from her husband (which he pays in full and on time every month). Given that the family is already dealing with the challenge of a divorce only a few years ago, the added stress of Lauren’s ADHD diagnosis has been difficult for the family to manage. In their interview, both parents indicated that they felt frustrated with the diagnosis, feeling that perhaps they did something to cause it. They have been additionally frustrated by the fact that, as single parents, their time is limited as it is; adding the pressure of having a special needs child can be difficult at times.

Despite these difficult challenges, the Jones family has maintained the positive characteristics of good humor, closeness, honesty, and trust between members. Due, in large part, to these characteristics, the family has also been able to refocus Lauren’s ADHD diagnosis in in terms of some positives. First, the diagnoses reminded the parents that they need to do a better job of paying attention to all of their children’s academic and personal growth, something they have endeavored to do and take great joy in. Lauren’s preschool teacher first suggested to the parents that should could have ADHD, and the Jones parents each felt some shame that they did not notice this on their own, and took the discussion as wake up call to be more attentive parents. A second joy they indicated is the extra satisfaction they get when Lauren makes tangible improvements in her behavior at home and at school, little victories that are a bit more joyous given her mental illness.

Family Interaction

Both John and Kathy do their best to hide the fact that they have negative post-divorce feelings towards each other, but there is no question that it does impact the way that their family functions, most of the time unintentionally. A good example is noted in the fact that when Lauren’s teacher brought up her concerns regarding Lauren’s potential ADHD to them (only one year ago and within the first year of their divorce), both parents first denied it and then blamed the other one for not figuring it out. In truth, the most likely scenario is that both parents were busy learning to single parent three children, and missed some of the signs and symptoms (Lynch & Hanson, 2011). The parents were able to come together and interact as a unified front during the initial testing process, which saw Lauren assessed by both the school psychologist as well as her primary care physician; each professional determined independently that Lauren suffers from ADHD.

Lauren’s disability has impacted other family members as well, and the way they interact. By their own admission, John and Kathy have focused more attention on Lauren and which has, at times, left Michael and Tim feeling like lesser priorities. In turn, this has led to Michael and Tim showing some mild hostility towards Lauren, creating a tense and uncomfortable interaction dynamic at times. Fortunately, for the majority of the time, the boys are supportive of Lauren and their interactions are pleasant and loving. On the positive side, Lauren has displayed many extroverted tendencies and has had no trouble making friends thus far. Her diagnosis of ADHD has not impacted her friendships in any noticeable way yet. 626 Module 11 Final: Family -Focused Interview and IFSP Project

Family Functions

Throughout the hardship of the divorce as well as Lauren’s diagnosis with ADHD, both John and Kathy have come to realize that one of the most important functions that they can have as a family is that of support system (Lynch & Hanson, 2011). Being supportive of their children, with a particular focus on Lauren’s ADHD diagnosis, is a top priority for the Jones family. Fortunately, the Jones family also has an extensive network of support available to them that they have utilized while they try to overcome the challenge of Lauren’s mental illness. Given that Lauren’s diagnosis is recent, she has not had much evolution in the way of her treatments. Lauren’s doctor has yet to prescribe medication, believing that behavioral modification and therapy stands a good chance of helping Lauren cope with her ADHD. The school psychologist has worked extensively with Kathy and John to teach them how to manage Lauren’s behavior for the better. Some suggestions that the parents have put into place include limiting distractions for  Lauren, using positive communication and prioritizing “We” statements (Lynch & Hanson, 2011).These behavioral management efforts have begun yielding positive results, with Lauren’s teacher noting that in the six months since they have been implemented, Lauren’s behavior and management of her ADHD has improved.

One area that the family has seen a great deal of success in is the way they have been able to combine the efforts of their various service providers into one consistent, effective support system for Lauren. For example, Lauren’s doctor recommended against taking pharmaceuticals to manage her ADHD, and her school psychologist agreed; this led to behavioral modification strategies from both professionals. The service providers understand that both parents, while separated, are united in wanting open and honest communication about Lauren’s issues in order to provide the best possible support function for her; this openness and honesty has led to reciprocity from her teacher, doctor, and school psychologist allowing them to move forward with a strong and flexible treatment plan.

Recommendations

The first recommendation for the Jones family is to develop their first IFSP; as noted in their interview, they have yet to create one. An IFSP is very important because it helps the family formalize their plan, and develop benchmarks that they can follow throughout the course of treatment (Lynch & Hanson, 2011). In this way, an IFSP keeps John and Kathy accountable to the goals they set for Lauren’s development. In addition, it gives them the opportunity to discover if something is not working very well, and changes need to be discussed with one of their service providers. IFSP’s are a standard for setting the framework for parents to help manage their child’s learning disability and the development of one is a top priority for the Jones family (Lynch & Hanson, 2011).

A second recommendation for the Jones family in light of Lauren’s diagnosis with ADHD is to do whatever they can to create a home environment that is stable, consistent, and routine-oriented for their daughter (Lynch & Hanson, 2011). Since the parents live separately and share custody, there is already enough stress on the young children moving from one house to another. Adding Lauren’s ADHD to the calculation creates a bigger challenge. One of the most common behavioral modification strategies for preschoolers with ADHD is to implement consistency and routine to their lives; some examples of tactics can include clearly separating work from play areas in the house, setting a firm bed and meal times that are adhered to each night, and keeping the house very neat and organized so that Lauren grows used to the consistency. These tactics can help the Jones family adjust to Lauren’s ADHD and improve the symptoms associated with it.

A final recommendation for the family is to establish more consistent communication with Lauren’s teacher. Currently, they speak often with the school psychologist and her pediatrician, but it is her teacher that sees her most often. Establishing a direct line of communication is imperative, and that communication should be both honest and consistent (Lynch & Hanson, 2011). Lauren’s teacher sees her the most outside of her parents, and it is vital to include her in the process of modifying Lauren’s behavior for the better. By following through on these three recommendations, the Jones family should make great progress in overcoming the challenges of Lauren’s ADHD. 626 Module 11 Final: Family -Focused Interview and IFSP Project

ORDER PLAGIARISM FREE PAPER NOW

 

                                               Interview Questions and Notes

1. When was your child’s disability initially suspected?

Neither John nor Kathy recognized any of the symptoms of ADHD in Lauren. Their teacher first brought the idea that she could have a learning disorder to their attention one year ago.

2. Please discuss who brought it to the parents’ attention. If it was the parent who first suspected it, what was the cause for this suspicion?

Lauren’s teacher brought the possibility to their attention due to her behavior in class, including lack of focus, intolerance for frustration, tantrums, and anti-social behavior at times.

3. Please share your experience with the initial testing process. Also be sure to discuss the child’s experience, as well as how it may have changed during additional testing over time.

The initial testing process began with a visit to Lauren’s pediatrician, followed by sessions with the school’s psychologist. Both assessed Lauren and determined that she did meet the criteria for an ADHD diagnosis. Since this process only began less than a year ago, there has not been much change or additional testing since the initial diagnosis.

4. What was your level of involvement during the IFSP development? Be sure to discuss thoughts on how the process could be changed (if applicable)

Lauren has not had a formal IFSP designed yet.

5. Please share with me the various forms of therapy, treatment, and support that you and your child have received over time.

The main strategy that we have been implementing to manage Lauren’s ADHD is behavioral management techniques. Our pediatrician, as well as the school psychologist, agreed that since she was only three years old, the behavioral modification was preferable to using medication. This has focused on identifying the most problematic areas of Lauren’s behavior (such as intolerance to frustration) and taking steps to adjust her to more acceptable behavior through exposure incrementally. She has also met with her school’s psychologist once per week, where they focus on talking through the issues impacting Lauren, with a particular focus on her parent’s divorce.

6. How would you describe the relationships with the various service providers?  Be sure to include the ability to have your needs understood and met by service providers

The relationships with the service providers have been generally strong and collaborative. This includes the school psychologist, Lauren’s teacher, and aides, and the school psychologist. John is extremely organized and has done a good job of taking information and data from each source and working to make the other providers aware of it to create a treatment plan as effectively as possible for Lauren’s needs. This system also allows the treatment team to adjust their plan if Lauren does not respond to particular elements. By working as a team rather than a collection of individuals, the service providers have made sustained progress with Lauren’s ADHD. John and Kathy have been very clear about what they want and expect, which helps their service providers understand their needs. 626 Module 11 Final: Family -Focused Interview and IFSP Project

7. Discuss both the joys and frustrations that you have experienced with your child.

Going through a relatively recent divorce, the family has had a great deal of trauma already. Adding to this is Lauren’s diagnosis with ADHD, which is particularly frustrating in light of what the family is already dealing with. Both Kathy and John want to give Lauren all the attention she needs while she works through this diagnosis, but she also has to work at being a single parent and raising two other children. Despite this, the family is able to garner joy from working with Lauren. Since she has a learning disorder, the family has taken it as a challenge to help her improve. This means that Lauren’s improvement is extra special for the family because it was hard-won in the process compared to children who do not have a mental illness.

8. How has the fact that your child has a disability affected others in your immediate family? Be sure to focus on the siblings, spouse, grandparents.

The greatest impact has been on Lauren’s other two siblings, Michael and Tim. Both Kathy and John have admitted to prioritizing Lauren’s needs since the diagnosis, and the boys have not been blind to this. This has led to the boys occasionally being resentful or hostile towards Lauren at times. For the majority of the time, however, they are supportive and loving siblings. Beyond the siblings, the diagnosis has had little impact on other members of the immediate family. Both sets of grandparents live a plane ride away and have not seen the family since the diagnosis, but there is no reason to expect it to change the relationship.

9. How has this experience affected the establishment and maintenance of friendships that the child has had over time?

While it is still very young in Lauren’s schooling career and the process of her social development, so far, there has been little indication that she has been unable to form or maintain friends. Lauren is extroverted, lacks any shyness, and tends to be creative and playful. These traits have allowed her to make friends at her preschool. Despite her outbursts, her relationships have remained to this point. 626 Module 11 Final: Family -Focused Interview and IFSP Project

 

 

 

 

 

 

 

References

Lynch, E. W., & Hanson, M. J. (2011). Developing cross-cultural competence: A guide for working with young children and their families. Paul H. Brookes Publishing.