Information

Now that the assessment has been completed and the data have been collected, it is time to prepare the Summary of Results and to select from the assessed skills those that will become learning objectives. This final step in the assessment process is used to get a picture of the learner’s strengths and challenges, make recommendations about the learning objectives to be prioritized, and choose an intervention for teaching the targeted skill.

Here are the documents you will need for this final step:

Summary of ResultsIntervention Selection Tool
Learning Objectives

• Summarize the learner’s strengths and challenges using various information sources and complete the Summary of Results.
• Determine the intervention priorities, taking the suggested factors into consideration.
• Choose an intervention from the evidence-based interventions suggested in the Intervention Selection Tool.

Compiling the Assessment Results
Using the Summary of Results, summarize the information to be shared with the learner’s team. Here are some tips for this step. Click on each tip to find out more.



Determining Intervention Priorities
The person who conducted the CALI – Functional Skills for Independence is the one who will compile the assessment results in the Summary of Results. However, the Targeted Skills section must be completed in cooperation with the learner’s collaborative team.
It is now time to determine which of the skills recognized as challenges for the learner should be considered priorities and must be the focus of an intervention. This decision must be made in cooperation with the learner’s team and documented in the Recommendations and Priorities section of the Summary of Results.

Here are a few suggested factors to help the team make a decision about intervention priorities:

• Does the lack of certain skills pose a risk to the learner’s safety?
  Skills that reinforce the learner’s safety and enable the learner to be more independent should be given priority.
  
  
  Click here to see examples of skills that have an impact on the learner’s safety.

  Domain	Skill
  Fundamental Skills	Reacts to their name Understands and follows simple instructions Waits at the indicated location Recognizes when they don't feel well and can communicate this
  Language and Communication Skills	Responds to the “come here” gesture Shows an understanding of negation (do not) Asks for help
  Motor Skills	Goes up and down stairs Uses outdoor play equipment
  Daily Living Skills	Protects privacy when dressing and undressing Recognizes dangerous substances Uses household appliances, such as the oven and dishwasher
  Social Interaction Skills	Recognizes another person’s intentions (positive and negative) and responds appropriately Has conversations with peers via instant messaging, telephone calls, video chats, etc.
  Functional Academic Skills	Recognizes and understands safety symbols Recognizes and understands signs in the community (pedestrian crossings, stop signs)
  Community Skills	**This domain includes a range of skills related to safety at school, at home, and in the community.**
  Recreation and Leisure Skills	**All activities in which individuals might participate have separate safety rules.**
  Sexual Health and Well-Being	Knows the difference between familiar people and strangers Knows the characteristics of a healthy and an unhealthy relationship Knows how to get help in the event of a threat or unwanted behaviour
  Self-Determination	Understands the characteristics of their disability Can solve problems

• What skills are important for the learner’s health (e.g., basic hygiene, healthy eating habits, and physical activity)?
  The skills that have an impact on the learner’s health and enable the learner to lead a healthy, active life should be given priority.

• What skills are of interest to the learner?
  Intervention and teaching plans must always be learner centred. The choice of priority skills must reflect the learner’s preferences and needs. The learner will probably be more motivated to learn a new skill if it is useful and can have a positive impact on the learner’s life. Consult the notes you took during the interview with the learner and record the relevant information in the Summary.

• What were the priorities identified by the parents/guardians during the Screener?
  During the interview in the very first step of this assessment, the parents/guardians answered several questions about their priorities. Consult your notes and record the relevant information in the Summary.

• What is the learner’s most significant barrier to learning the skills needed to participate in school, community, and family activities?
  Among the challenges reported, identify those that have the greatest impact on the different spheres of the learner’s life. The family and community contexts are just as important as the school context and should not be overlooked.

• What skills might help the learner to achieve their post-secondary goals?
  It is important to take into account the learner’s life and career plan regardless of their age. Skills that may help the learner gain access to the labour market, post-secondary programs, or community activities should be given priority.

Selecting an Appropriate Intervention
Once you have decided which skills will be given priority, you must select an intervention that will enable the learner to achieve success using a SMART goal. Following the recommended steps in the Intervention Selection Tool will help you select the most appropriate intervention for teaching the targeted skill to the learner. Five different evidence-based interventions are suggested in this resource. If these do not meet the learner’s needs, there are more. But make sure the interventions you choose are evidence-based!