Pediatric Physical Therapy: IFSP, IEP, and School-Based Practice

Comprehensive vocabulary flashcards covering Individualized Family Service Plans (IFSP), Individualized Education Programs (IEP), school-based delivery models, and pediatric motor assessment tools.

Individualized Family Service Plan (IFSP)

A document designed for infants and toddlers (birth to age $3$) that focuses on the child’s development within the context of the family under IDEA part C.

Present Levels of Functioning (IFSP)

Documentation of the child’s current development in physical (including vision/hearing/health), cognitive, communication, social/emotional, and adaptive areas.

Measurable Outcomes (IFSP)

Expected, measurable results or goals for both the child and family that are often designed for $6$ months and are not discipline specific.

Natural Environment

A statement justifying if services are not provided in settings like home or community settings.

Transition Plan (IFSP)

Steps to be taken for the transition of the child out of early intervention services at age $3$, which may start the day the child qualifies.

Individualized Education Program (IEP)

A written statement for a child with a disability (ages $3-21$) that outlines the special education services designed for their unique needs under IDEA Part A & B.

PLAAFP

Present levels of Academic Achievement and Functional Performance; a statement outlining how the child is currently performing and how the disability impacts involvement in the general curriculum.

Least Restrictive Environment (LRE)

An explanation of the extent to which the child will not participate in state or district wide assessments or regular education classes.

Transition Services (IEP)

A plan for life after high school that must start no later than the first IEP in effect when the child turns $16$ (or 9th grade).

Medical Model

A clinic or hospital-based focus on remediating underlying deficits and fixing impairments to improve overall function, often provided one-on-one.

School-Based Model (Educational)

A focus on functional performance and 'educational benefit' ensuring the student can access education, participate in curriculum, and interact with peers.

Direct Model

A delivery method where the therapist works directly with the student individually or in a group in a 'pull-out' (separate room) or 'push-in' (within classroom) manner.

Integrated Model

Service delivered within the natural context of the school day, such as during classroom, cafeteria, or playground routines.

Consultative Model

A delivery method where the therapist works with the teacher, family, or staff to plan and implement strategies rather than working with the child directly.

Monitoring Service

The therapist maintains regular contact to assess progress on goals and trains others to implement intervention but does not provide frequent direct intervention.

Collaborative Model

A team-based approach involving joint planning and shared responsibility, often using a schedule such as $3$ weeks direct and $1$ week indirect service.

Relational Goal-Oriented Model

A holistic, relationship-based approach emphasizing family-centered principles and tailoring interventions for successful transitions in older children.

Multidisciplinary Approach

An approach where every medical professional (OT, PT, Speech) is involved in the child's care.

Transdisciplinary Approach

An approach where all services are delivered by one professional who remains in contact with other professionals.

Peabody Developmental Motor Scales III

A norm-referenced motor test for children ages $0-5$ years (up to $72$ months) suspected of motor delays; includes partial credit and computerized scoring.

Bayley Scales of Infant and Toddler Development IV

A norm-referenced test for children $0-42$ months at risk of delay, performed in the natural environment and covering all domains.

Gross Motor Functional Measure

A criterion-referenced tool for children with CP or motor impairments at or below the level of a $5$ year old; can be done with or without orthoses.

Alberta Infant Motor Scale II

A norm-referenced observation of infants $0-18$ months to identify typical development or risk of developmental delay.

Test of Infant Motor Performance V

A criterion-referenced test for infants from $34$ weeks postconceptual age through $4$ months postterm.

Bruininks-Oseretsky Test of Motor Proficiency III

A norm-referenced assessment for children $4-12$ years to determine the need for motor intervention, available in long and short forms.

Pediatric Evaluation of Disability

A norm-referenced tool for ages $6$ months to $7$ years and $6$ months; can be completed via parent report, interview, or professional judgment.

PEDI-CAT

A computerized adaptive version of the Pediatric Evaluation of Disability for ages $0-20$ years, taking approximately $10-15$ minutes.

School Function Assessment

A criterion-referenced tool for children in kindergarten-6th grade used to measure participation in school settings; completed by school personnel.

$S$ (SOR Documentation)

Stimulus; what the therapist did during the session.

$O$ (SOR Documentation)

Objective; why the therapist did the action and how it relates to the goals.

$R$ (SOR Documentation)

Response; assessment of how the child responded to the intervention.