Terms and Definitions

The following terms are used in the QIO Tool and sometimes cause confusion. They are listed in alphabetical order.

Child Outcome

Definition: An outcome that focuses on the child making progress and is directly tied to a service; a child outcome involves the child doing an action to meet the outcome

Example: Johnny will participate in playtime by using two-word phrases to talk about his toys.

Discrete/isolated (skills)

Definition: Usually from a checklist and tend not to cross developmental domains or settings. The opposite of functional skills

Example: Stacking cups, hopping on one foot

EISR

Definition: Engagement, Independence, Social Relationships

Example: Engagement looks like making eye contact with others. Independence looks like a child falling asleep on their own. Social relationships look like going to parents for comfort when upset.

Family-identified point-in-time

Definition: A point in time that is meaningful to the family and will help them remember the timeline of the outcome

Examples: By the time brother is home for summer break (best practice), by Mother’s Day (emerging best practice), by the fall (acceptable)

Family outcome

Definition: Outcome that focuses on the family as a whole. The action(s) may be performed by other family members in order to meet the outcome. Services cannot be tied to a family outcome

Example: Daniel’s parents will explore a variety of resources related to Down syndrome in their community.

Family resources

Definition: Anything that supports the family (professional, social, financial, natural, etc.), friends, family, and EI services

Examples: Story time at the library, neighbor friends to ride bikes with, WIC, parenting classes, Early Head Start, Nurse Family Partnership, childcare, church, playgroups, Medicaid, employment

Functional (skills)

Definition: Addresses what the child can do and how they utilize the skills within their routines. Answer the question “to do what?”

Examples: Pointing to a picture in a book when reading together, scooping with a spoon to eat oatmeal at breakfast

Individualized

Definition: Is specific to a child and/or family and incorporates and documents personal elements that the family has shared throughout the IFSP process

Examples: Child-specific toys they like to play with, pet names, family member names, specific routines, foods they enjoy

Measurable

Definition: A specific and detailed description of how we’ll know the child has met the outcome. Answers the questions “how often? and “by when?”

Examples: Tia tastes three new foods a week by Dad’s birthday; Eleanor points to 5 named pictures in his favorite book by the time her brother is out of school for summer

Global Outcomes Language

Colorado uses the term “Global Outcomes” to refer to the child outcomes that are reported to the Office of Special Education Programs (OSEP) and are the same for all children receiving early intervention services. These outcomes provide a snapshot of the whole child at a point in time, provide the status of the child's current functioning in relation to typical peers, and look across all settings and situations.

Active language

Definition: The child is the subject and the one performing an action. This is the opposite of passive language

Example: Sarah and Mom kick the ball back and forth while playing outside

Age anchoring

Definition: Age anchoring determines where a child’s development is (in months) in relation to peers of their same age. A child is age-anchored separately in each of the three Global Outcomes

Examples: Molly is using two-word phrases to talk about playtime, which we would expect from a child her age; Shane is not yet using his finger to point to what he wants; Hallie is using skills in this area that are similar to a child who is 19-21 months

Strengths-based

Definition: Strengths-based language focuses on what the child and family do well, not on challenging behaviors. The strength-based approach is centered around the idea that the child is the actor or agent of change

Examples: Dante is using a variety of single words to label his toys and relies on pointing to let his family know what he wants and needs; Dante enjoys pointing to pictures in books

Throughout

Definition: “Concerns and priorities are represented throughout Strengths and Needs” = evidence of concerns and priorities is found in multiple sections of the Global Outcomes

Example: N/A