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Commonly Used Terms

Below is a list of frequently used words and abbreviations that relate to the Individualized Family Service Plan (IFSP).

Cognitive Skills: These skills include problem solving, memory, play with toys, reasoning and pre-academic skills.

Adaptive Skills: These are self care skills like eating, dressing and toileting.

Social Skills: These skills include interaction and communication with adults and children. Doing what is asked, sharing, taking turns and showing an interest in others are common examples.

Gross Motor Skills: These skills describe activities that use large muscles to balance and move like walking, running, climbing, throwing, and riding a tricycle.

Fine Motor Skills: These skills describe activities that use the hands to manipulate objects like grasping, stacking objects, drawing lines or scribbling and building with materials.

Receptive Communication: This describes a child’s understanding of language.

Expressive Communication: This describes the use of language to communicate thoughts, ideas or feelings.

Articulation: The clearness and pronunciation of words a child uses.

Least Restrictive Environment (LRE): Federal and state law requires children receive their early childhood special education with typical peers to the greatest extent possible.

Related Services: These are services that are “related” to the core educational service that a child receives. Examples include: speech therapy, occupational or physical therapy, autism consultation, nursing services or consultation from a vision or hearing specialist.

Oregon Department of Education (ODE): The department authorized by the Oregon legislature to provide funding for early intervention and early childhood special education.

Early Intervention (EI): Educational services provided to eligible children between birth and three years old.

Early Childhood Special Education (ECSE): Educational services provided to eligible children between three years old and school age.

Supplemental Services, Adaptations and Accommodations: This includes support that is provided so the child can participate in preschool activities. Some examples include picture schedules, adaptive chairs or riding toys, an electronic communication device, a teaching assistant, an interpreter or an adapted schedule.

Modifications or Supports to Personnel: These modifications or supports are written if needed to ensure the child is successful in a placement. Some examples include changing expectations for preschool activities, slowing down an activity, adjusting the preschool schedule, and training staff to use sign language or pictures for communication.



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