Glossary of AzEIP Terminology

Assessment

The ongoing procedure used by qualified personnel to identify the child's unique strengths and needs and the early intervention services appropriate to meet those needs throughout the period of the child’s eligibility. Includes assessment of the child and the child’s family.

The assessment of the child must include:

1. A review of the results of the evaluation, if conducted;
2. Personal observations of the child; and
3. The identification of the child’s needs in each of the developmental areas.

AzEIP Eligibility

The satisfaction of certain criteria for developmental delays following the screening, assessment, and evaluation of a child aged birth through 36 months.

AzEIP Participating Agency

The six state agencies which participate in the Early Intervention system: Arizona Department of Health Services, Arizona Department of Economic Security, Arizona State Schools for the Deaf and the Blind, Arizona Department of Education, Arizona Healthcare Cost Containment System, Arizona Department of Child Safety.

Developmental Delay

Means a child has not reached fifty percent (50%) of the developmental milestones expected at his/her chronological age in one or more of the following areas: physical, cognitive, language/communication, social/emotional, and adaptive self-help.

Early Intervention Provider

The person who works with the child and family (such as a service coordinator, developmental special instructionist, and therapist).

Established Condition

Diagnosis by a qualified physician or other qualified professional of a physical or mental condition that has a high probability of resulting in a developmental delay.

Evaluation

Procedures used in accordance with IDEA, Part C, to determine whether a child has a disability and the nature and extent of the early intervention services the child needs. This Evaluation includes:

• Administering an evaluation instrument;
• Taking the child’s history (including interviewing the parent);
• Identifying the child’s level of functioning in each of the developmental areas (cognitive, physical, including vision and hearing, communication, social or emotional, and adaptive development);
• Gathering information from other sources such as family members, other caregivers, medical providers, social workers and educators, if necessary, to understand the full scope of the child’s unique strengths and needs;
• Reviewing medical, educational, or other records.

Functional Outcomes

Outcomes identified by the family as a priority that make the day to day life for both the child and family easier, while also promoting the child’s development, engagement, independence, and social relationships. These outcomes reflect the discussions of the team about the child’s participation within and across the family, community, and early childhood contexts that are part of the family’s everyday life.

IDEA

The Individuals with Disabilities Education Act, a Federal law that guarantees certain educational rights for all people, including those with disabilities.

IDEA, Part C

The section of the Federal law that guarantees certain educational rights for children from birth to age three and their families.

Individualized Family Service Plan (IFSP)

A written plan for providing early intervention services to an infant or toddler with a disability and the child’s family that (a) is based on the evaluation and assessment; (b) includes parental consent; c) is implemented as soon as possible once parental consent is obtained; and (d) is developed in accordance with IDEA Part C.

Informed Clinical Opinion

The process used by early intervention professionals in the evaluation process to make a recommendation for initial and continuing eligibility in AzEIP and as a basis for planning services to support the child and family.

Initial Planning Process (IPP)

The events and activities beginning with referral to AzEIP including the referral, screening, evaluation, eligibility determination, and, if AzEIP eligible, assessment, identification of family priorities, resources, interest, and the development of the IFSP.

Natural Environments

Settings that are natural or normal for a same-aged child without a disability, and may include home or community settings, such as the park, restaurant, or child care provider.

Procedural Safeguards/Family Rights

The rights for a parent referred to AzEIP as provided under IDEA, Part C, which include informal and formal processes.

Service Coordinator

Assists the family of an eligible child by coordinating all supports and services across agency lines. Serves as a single point of contact for the family.

Transition

Planning and preparation for the move from AzEIP.