{"id":3677,"date":"2019-10-15T09:30:13","date_gmt":"2019-10-15T09:30:13","guid":{"rendered":"https:\/\/veipd.org\/earlyintervention\/?p=3677"},"modified":"2021-10-15T21:21:34","modified_gmt":"2021-10-15T21:21:34","slug":"logan-is-not-a-number-explaining-the-child-outcomes-process","status":"publish","type":"post","link":"https:\/\/www.veipd.org\/earlyintervention\/2019\/10\/15\/logan-is-not-a-number-explaining-the-child-outcomes-process\/","title":{"rendered":"Logan is Not a Number! &#8211; Explaining the Child Outcomes Process"},"content":{"rendered":"\n<div class=\"wp-block-image\"><figure class=\"alignright is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.veipd.org\/earlyintervention\/wp-content\/uploads\/2019\/10\/shutterstock_148016636.jpg\" alt=\"Collage of Numbers\" class=\"wp-image-3678\" width=\"207\" height=\"207\" srcset=\"https:\/\/www.veipd.org\/earlyintervention\/wp-content\/uploads\/2019\/10\/shutterstock_148016636.jpg 336w, https:\/\/www.veipd.org\/earlyintervention\/wp-content\/uploads\/2019\/10\/shutterstock_148016636-300x300.jpg 300w, https:\/\/www.veipd.org\/earlyintervention\/wp-content\/uploads\/2019\/10\/shutterstock_148016636-150x150.jpg 150w\" sizes=\"auto, (max-width: 207px) 100vw, 207px\" \/><\/figure><\/div>\n\n\n\n<p>Logan\u2019s annual IFSP review is underway and you are excited to celebrate his progress. You\u2019ve been working with his family for a year so you\u2019ve seen the steady pace at which Logan continues to develop. When he first entered early intervention, he was only two months old and doing most of the things a two-month-old needed to do. Now that he\u2019s 14 months old, his delays appear more significant but you want his parents to remain hopeful so you and your colleagues explain the assessment results, celebrating his gains and acknowledging the next skills to come.<\/p>\n\n\n\n<p>When the team discusses the child outcomes summary process, the service coordinator uses the <a href=\"https:\/\/veipd.org\/main\/pdf\/decision_tree_child_outcome_discussion_8.29.18.pdf\">Decision Tree<\/a> (PDF, New Window) as a guide. Because of his age and slow but steady progress, Logan is showing very early skills when compared to his same age peers, which sounds very different from the discussion the team had last year. You want to help Logan&#8217;s parents understand why this is, but then another team members drops this question:<\/p>\n\n\n\n<p>\u201cSo what do we think? Is Logan a 1 or a 2 now?\u201d<\/p>\n\n\n\n<p>&#8220;OMG,&#8221; you think, &#8220;Logan is NOT a number!&#8221; Now what do you do?<\/p>\n\n\n\n<hr class=\"wp-block-separator\"\/>\n\n\n\n<h2 class=\"wp-block-heading\">Children are Not Numbers on the Decision Tree<\/h2>\n\n\n\n<p>This is an important point that ALL team members need to understand. <em>The <\/em>discussion about the child outcomes and the <a href=\"https:\/\/veipd.org\/main\/pdf\/decision_tree_child_outcome_discussion_8.29.18.pdf\">Decision Tree<\/a> (PDF, New Window) should never include labeling a child with a number. It should be about using the information you have to make an informed decision as a team that describes Logan\u2019s development according to the three <em>global<\/em> child outcomes (\u201cglobal\u201d because these are outcomes we\u2019d like to see for all children during their early childhood years). <\/p>\n\n\n\n<p>During the meeting, the team describes the child\u2019s development using summary statements on the Decision Tree, not numbers (see the <a href=\"https:\/\/veipd.org\/main\/pdf\/va_child_outcomes_booklet.pdf\">Child Outcomes Booklet<\/a> (PDF, New Window) for more info). The numbers on the Decision Tree can be thought of as categories that describe skill development related to the child outcomes \u2013 not categories of children. For example, \u201cCategory 1\u201d includes a summary statement (or description) that tells us that Logan has \u201cvery early skills in this area. This means that [Logan] has the skills we would expect for a much younger child.\u201d This does NOT mean that &#8220;Logan is a 1.\u201d While the service coordinator does have to report a number for each outcome in documentation back at the office, and these numbers are referred to as \u201cchild ratings\u201d according to the Office of Special Education Programs (OSEP), it\u2019s a really good idea to let go of the idea that the child outcomes discussion results in a number for the child. Let. It. Go. <\/p>\n\n\n\n<p>Here\u2019s why: If you hold this belief, even an underlying belief in linking a child to a number, then you will convey this belief to the family. No parent wants their infant or toddler rated or numbered. It can be hard enough for a parent to hear the age equivalency scores from the assessment tool. Parents must be involved in the child outcomes discussion, and we want them to understand the process &#8211; a process that, admittedly, can be hard to explain. <\/p>\n\n\n\n<h2 class=\"wp-block-heading\">The Words You Use Matter \u2013 Tips for Developing Your Script<\/h2>\n\n\n\n<p>The words you use to explain this process matter. Yes, some\nparents may be mentally exhausted by the time you get to this discussion, but\nthat does not mean you should sugarcoat it, skip it, or hurry through it, which\ncan be tempting to do. It can also be tempting to let the professional team\nmembers discuss the process without much explanation for the parent. To avoid\nthis, try these tips:<\/p>\n\n\n\n<ol class=\"wp-block-list\"><li><strong>Write down a sample script<\/strong> for how you can explain the process to all team members (including and especially the parent) without assigning the child a number, then let a colleague read it and give you feedback. <\/li><li><strong>Read it out loud<\/strong> to yourself and see how it sounds. <\/li><li><strong>Listen to how others explain the process<\/strong> and \u201cborrow\u201d their words. <\/li><li><strong>Ask families<\/strong> who are already enrolled in your program what they understood about the child outcomes discussion from their initial or annual IFSP meeting. <\/li><\/ol>\n\n\n\n<p>Here\u2019s a big one: <strong>Dig in a bit and reflect<\/strong> <strong>\u2013 Are you the team member who asked about a child\u2019s \u201cnumber\u201d at an assessment or IFSP meeting? <\/strong>If you are, then it\u2019s a good thing to recognize that now and commit to a change in thinking for your next assessment or IFSP meeting. <\/p>\n\n\n\n<h2 class=\"wp-block-heading\">There is No Need to Pick a Number at the Meeting<\/h2>\n\n\n\n<p>How you explain the process will likely differ from your colleague\u2019s script and that\u2019s okay. The words you use may change a bit with each meeting depending on your style, the team with whom you work, the family\u2019s understanding and learning needs, etc. The important point here is to think about the message you (and your team members) convey with the child outcomes process. There is no need to \u201cpick a number\u201d for a child during the meeting, but there is a need to be accurate, respectful, and sensitive while helping all team members understand, participate in the process, and identify summary statements to describe the child\u2019s development. <\/p>\n\n\n\n<p>Open the door for this discussion with your team members using the questions here, or share your thoughts by adding a comment below:<\/p>\n\n\n\n<p><strong>How do you explain the child outcomes discussion process to families? What are your go-to phrases to help all team members understand?<\/strong><\/p>\n\n\n\n<p><strong>If a team member tries to pick a number at the meeting, what could you say in response?<\/strong><\/p>\n\n\n\n<hr class=\"wp-block-separator\"\/>\n\n\n\n<p>For more information, check out these resources:<\/p>\n\n\n\n<p><a href=\"https:\/\/veipd.org\/main\/pdf\/va_child_outcomes_booklet.pdf\">Virginia\u2019s Child Outcomes Booklet<\/a> (PDF, New Window)<\/p>\n\n\n\n<p><a href=\"http:\/\/www.infantva.org\/ovw-determinationchildprogress.htm\">Virginia&#8217;s System for Determining Child Progress (OSEP Child Outcomes)<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=pvDxucGSXJE&amp;feature=youtu.be\">Decision Tree Tutorial Video<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Logan\u2019s annual IFSP review is underway and you are excited to celebrate his progress. You\u2019ve been working with his family for a year so you\u2019ve seen the steady pace at which Logan continues to develop. When he first entered early intervention, he was only two months old and doing most of the things a two-month-old [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_s2mail":"yes","footnotes":""},"categories":[139,4,10,11,14,16,17],"tags":[23,34,41,45,57,59,64,84],"class_list":["post-3677","post","type-post","status-publish","format-standard","hentry","category-all","category-assessment","category-engaging-collaborating-with-families","category-ifsp-development","category-practical-strategies-for-intervention","category-service-coordination","category-teamwork-2","tag-assessment","tag-child-outcomes-process","tag-cos","tag-decision-tree","tag-evaluation","tag-family-centered-practices","tag-ifsp","tag-outcomes","clearfix"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Explaining the Child Outcomes Process<\/title>\n<meta name=\"description\" content=\"Children are far more than numbers in their decision tree. 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I currently work as part of Virginia's early intervention training team developing professional development resources and conducting web-based and in-person training. I was also involved in EI for a brief stint as a parent receiving intervention with my son who had torticollis. I have my MEd in early childhood special education from James Madison University and am working on a PhD in special education at Old Dominion University. My EI interests include family centered practices, supporting family implementation of intervention strategies, and helping bridge the research to practice gap through interactive professional development for in-service early intervention practitioners. I regularly present workshops in VA and have presented at state, national, and international conferences.","sameAs":["https:\/\/veipd.org\/main"],"url":"https:\/\/www.veipd.org\/earlyintervention\/author\/dana-childress\/"}]}},"_links":{"self":[{"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/posts\/3677","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/comments?post=3677"}],"version-history":[{"count":4,"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/posts\/3677\/revisions"}],"predecessor-version":[{"id":4878,"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/posts\/3677\/revisions\/4878"}],"wp:attachment":[{"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/media?parent=3677"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/categories?post=3677"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.veipd.org\/earlyintervention\/wp-json\/wp\/v2\/tags?post=3677"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}