Child Outcomes Resources
The Office of Special Education Program (OSEP) developed three child outcome areas in order to measure the benefit gained for child participation in early intervention programs like BabyNet. These child outcomes match the development of children enrolled in the BabyNet program to typically developing same aged children. The three Individuals with Disabilities Education Act (IDEA)/Part C child outcomes are listed below.
OUTCOME 1: POSITIVE SOCIO-EMOTIONAL SKILLS (INCLUDING SOCIAL RELATIONSHIPS)
Making new friends and learning to get along with others is an important accomplishment of the early childhood years. Children develop a sense of who they are by having rich and rewarding experiences interacting with adults and peers. They also learn that different rules and norms apply to different everyday settings and that they need to adjust their behavior accordingly. This outcome focuses on the child’s functioning in these and closely related areas (as indicated by assessments and based on observations from individuals in close contact with the child):
Relating with adults
Relating with other children
Following rules related to groups or interacting with others (if older than 18 months.)
OUTCOME 2: ACQUIRING AND USING KNOWLEDGE AND SKILLS
Over the early childhood period, children display tremendous changes in what they know and can do. The knowledge and skills acquired in the early childhood years, such as those related to communication, pre-literacy and pre-numeracy, provide the foundation for success in kindergarten and the early school years. This outcome focuses on the child’s functioning in these and closely related areas (as indicated by assessments and based on observations from individuals in close contact with the child):
Thinking, reasoning, remembering, and problem solving
OUTCOME 3: TAKING APPROPRIATE ACTION TO MEET NEEDS
As children develop, they become increasingly more capable of acting on their world. With the help of supportive adults, young children learn to address their needs in more sophisticated ways and with increasing independence. They integrate their developing skills, such as fine motor skills and increasingly complex communication skills, to achieve goals that are of value to them. This outcome focuses on the child’s functioning in these and closely related areas (as indicated by assessments and based on observations from individuals in close contact with the child):
Taking care of basic needs (e.g., showing hunger, dressing, feeding, toileting, etc.)
Contributing to own health and safety (e.g., follows rules, assists with hand washing, avoids inedible objects) (if older than 24 months)
Getting from place to place (mobility) and using tools (e.g., forks, pencils, strings attached to objects)
