We describe a targeted professional development (PD) intervention designed to improve the quality of individualized family service plans (IFSPs) and to support IFSP planning, development, and decision making. The theoretical and empirical foundations for the PD intervention and its key components are reviewed. Building on an established online IFSP data collection system, we describe how the system was enhanced as part of the PD intervention. We discuss the iterative processes used to develop and validate the intervention and present preliminary findings from a pilot study focused on examining the feasibility and acceptability of implementing the intervention in an authentic Part C setting.
Department of Elementary & Special Education, Middle Tennessee State University, Murfreesboro (Dr Ridgley); School of Special Education, School Psychology, and Early Childhood Studies, University of Florida (Dr Snyder); Siskin Center for Child and Family Research, Siskin Children's Institute, Chattanooga, Tennessee (Dr McWilliam); and Center for Child Development, Vanderbilt University Medical Center, Nashville, Tennessee (Dr Davis).
Correspondence: Robyn Ridgley, EdD, Department of Elementary and Special Education, Middle Tennessee State University, Murfreesboro, Tennessee 37132 (email@example.com).
Work reported in this manuscript was supported, in part, by a grant from the National Center for Special Education Research in the Institute of Education Sciences to Siskin Children's Institute (R324A070003). The views expressed are those of the authors, not the funding agency.
The authors have disclosed that they have no significant relationships with, or financial interest in, any commercial companies pertaining to this article.