Frequently asked questions

Adaptive Skills (Also called self-help skills)

The skills needed to take care of ones basic needs, e.g., eating, dressing, grooming, toileting

Early Intervention Services

Services provided by Qualified Personnel (e.g., speech language pathologist, physical therapist) that meet the needs of a Child and family as described in the Individualized Family Service Plan. These services are provided with parent consent and, as much as possible, in natural environments.

Expressive Language

The ability to use words and spoken language to express ones wants and needs.

Fine Motor Skills

The small muscle group used to accomplish tasks such as writing, cutting, stacking blocks, etc.

Functional Outcomes

Goals that a child is to achieve in a natural setting (home or community), using the services and supports specified in the IFSP

Gross Motor Skills

The large motor groups used to accomplish such tasks as sitting, standing, walking, throwing and jumping

Individualized Education Program (IEP)

A legal written plan for children that documents the childs current level of functioning and an individualized plan of instruction, including goals, services to be received and accommodations needed in an educational setting. The IEP is required for all children who receive special education services ages 3 through 21. The IEP is reviewed annually but it can be reviewed and revised at any time.

Individualized Family Service Plan (IFSP)

A written plan for children birth to age 3 receiving early intervention services. The IFSP is based on the concerns and priorities of the family and is reviewed every 6 months.

Informed Consent

Parents/guardians have the opportunity to review the information that will be shared regarding their child. Parents must sign an informed consent form before information is released

Multi-sensory approach to learning

Introducing information using several of the childs senses: hearing, vision, touch and movement.

Pre-Academic Skills

The skills a child must learn (such as matching shapes or colors; one to one correspondence and other concepts) before learning more complex academic skills (such as reading, math and spelling)


School for children ages 3 to 5 years of age

Receptive Language

The understanding of language and the spoken word

Sensory Integration

The ability to use ones senses (touch, smell, taste, sight and hearing) to make meaning of ones environment and to react to the environment appropriately

Service Coordinator

Responsible for services planning, connecting families to services and monitoring the childs progress in learning new skills

Tactile defensiveness

Reacting negatively or over reaction to being touched by others or touching objects that would not normally cause one to react


A child and family centered process that occurs when a child moves from one program or setting to another. Parents and providers are to be a collaborative team in the systematic planning process


Process used to determine a Child’s eligibility for the Early Intervention Program.

ABA - Applied Behavioral Analysis

Applied Behavior Analysis (ABA) can be described as a therapeutic intervention, and teaching methodology based on behaviorist theory which target socially significant behaviors through a system of reinforcement and promoting positive behaviors.

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