Child Outcomes

Early Intervention Every Day! : Embedding Activities in Daily Routines for Young Children and Their Families
Merle J. Crawford and Barbara Weber
Brookes Publishing, 2014
Targeting 80 skills in six key developmental domains for children birth to age 3, this reader-friendly guide gives families and professionals dozens of ready-to-use ideas for embedding learning opportunities in everyday routines.
HV 888.5 .C73 2013 847985635

Early Intervention Guidebook for Families and Professionals : Partnering for Success, Second Edition
Bonnie Keilty
Teachers College Press, 2016
With a focus on how families and professionals can collaborate effectively so that infants and toddlers learn, grow, and thrive, this newly revised guidebook reflects recent research and best-practices in the field of early intervention.
WS 350.6 .K27 2016 937999299

Early Intervention Workbook : Essential Practices for Quality Services
Lynda C. Pletcher and Naomi Younggren.
Brookes Publishing, 2013.
This comprehensive resource walks readers through every key step of the early intervention journey with children birth to 3, from the crucial first meeting with a family to the child’s transition out of intervention.
HV 713 .P566 2013 842323206

Routines-Based Early Intervention : Supporting Young Children and Their Families
R.A. McWilliam
Brookes Publishing, 2010.
A proven model for family-centered intervention in natural environments, routines-based intervention is the approach thousands of professionals trust to improve the lives of young children and families. Now there’s a definitive guide to this highly respected, theoretically sound model-straight from the leading authority on routines-based intervention.
HV 890 .U6 M48 2010 553365079

Working with Families of Young Children with Special Needs
R.A. McWilliam
Guilford Press, 2010.
This book presents research-based best practices for serving families of children with special needs from birth to age 6. It offers indispensable tools for assessing families; identifying and capitalizing on their strengths; providing information, support, and coaching; collaborating with parents and teachers to address children’s functional needs in the context of everyday routines; and coordinating care.
LC 4019.3 .W67 2010 436028224

Child Outcomes Step by Step
Larry Edelman, 2011
Created by the Colorado Dept. of Education, this online video discusses the three general outcome areas for assessing children birth – preschool.

Early Childhood Outcomes Scenarios
30 minutes; DVD. (Apples Video Magazine; No. 162)
Western Illinois University; 2008.
This Apples Magazine shows teams discussing children’s functioning in three outcome areas: 1. having positive social emotional skills, 2. acquiring and using knowledge and skills, and 3. taking appropriate action to meet one’s needs. These are the functional outcomes State Early Intervention and Early Childhood Special Education Preschool Programs must measure and report to the U.S. Department of Education, Office of Special Education Programs. The participant will view three team discussions, each featuring a different child, team, and outcome. All the teams shown on the video include parents. Discussion questions are provided at the end of each outcome discussion to help you think critically about what you have observed.
LC 4019.3 .E12 2008 255667434

Early Childhood Technical Assistance Center Outcomes Measurement
The outcomes team of the ECTA Center provides national leadership in assisting states with the implementation of high-quality child and family outcomes measurement for early intervention (EI) and early childhood special education (ECSE) programs.

BriefCASE, 2(1), 1-6
Tips and Techniques for Developing Participation-Based IFSP Outcome Statements
M’Lisa Shelden and Dathan Rush (2009)
This article contains strategies to assist early intervention practitioners in understanding how to write family-centered Individualized Family Service Plan (IFSP) outcome statements. Available as a  downloadable PDF.

Language, Speech, and Hearing Services in Schools, 42, 365-378
Participation as a Basis for Developing Early Intervention Outcomes
M. Jeanne Wilcox and Juliann Woods, (2011)
This article describes how participation in activities/routines can be used as a basis for understanding children’s communication and language skills and how that knowledge can be extended to collaborate with families and caregivers to develop meaningful early intervention outcomes.

Young Exceptional Children Monograph Series No. 13: 157-172
Using goal attainment scaling to monitor the developmental progress of young children with disabilities
Laurie A. Dinnebeil, Margie Spino, & William F. McInerney (2011)
This article discusses the process of monitoring a child’s progress toward achieving goals or outcomes and the importance of making team-based decisions.
Available upon request from the EI Clearinghouse.
LC 4019 .M4599 2011 802291828

Young Exceptional Children Monograph Series No. 13: 43-63
Assessment of family-identified needs through the routines-based interview
R.A. McWilliam, Amy M. Casey, Debbie Ashley, Jeanne Fielder, Peg Rowley, Kelly DeJong, Julie Mickel, Sarintha B. Stricklin, and Kristen Votava (2011)
Interviewing a family as a method of assessment and helping families select outcomes/goals are the main points of this evidence-based best practice article.
LC 4019 .M4599 2011 802291828

A Family Guide to Participating in the Child Outcomes Measurement Process
Developed by the National Parent Technical Assistance Center at PACER Center, this booklet provides family-friendly information about the Child Outcomes Measurement Process.

Developing High-Quality, Functional IFSP Outcomes and IEP Goals Training Package
This training package has been developed to provide state and local providers specific information and resources about developing Individualized Family Service Plan (IFSP) outcomes and Individualized Education Plan (IEP) goals. The revised training package includes: an introductory video, a set of six fully scripted PowerPoint presentations, handouts, activities and supplemental materials, and how states have used and adapted the materials.

Child Outcomes: Measuring the Benefits of Early Intervention (EIC)
A parent-friendly tip sheet created by the Illinois Early Intervention Clearinghouse. Also available in  Spanish.

Developing Family-Centered Outcomes with Your EI Team (EIC)
A parent-friendly tip sheet created by the Illinois Early Intervention Clearinghouse. Also available in Spanish.

EITP: Child Outcomes Resources
The Early Intervention Training Program (EITP) website offers a variety of resources primarily related to child outcomes. Included are links to national resources, online training modules, and tools to support teams with outcomes measurement. Also includes some resources related to family outcomes.

Family-guided Approaches to Collaborative Early-intervention Training and Services (FACETS)
This Web site features family stories, along with other information and training for supporting children’s development in natural environments. The materials were created for family members, EI service providers, and administrators. The FACETS model consists of five discrete, replicable, and interacting components:

• Module 1 Family-guided Activity Based Intervention (overview)
• Module 2 Using Daily Routines as a Context for Intervention
• Module 3 Involving Care Providers in Teaching/Learning
• Module 4 Developmentally Appropriate, Child Centered Intervention Strategies
• Module 5 Interagency/Interdisciplinary Team Planning and Progress Monitoring

Outcomes Measurement: Child Outcomes Summary Process
The Child Outcomes Summary Process (COSP) is a way for states to summarize data on children for federal reporting purposes. States use the Child Outcomes Summary Form (COSF) to document children’s functioning in three outcome areas. This website offers a variety of tools and resources on the COSP and COSF.

Three Principles to Improve Outcomes for Children and Families
Center on the Developing Child, 2017
This paper identifies three science-based design principles that provide a simple way of looking at how public policies and front-line practices can best support children’s development—and the adults who care for them.