Information
When you are ready to do a Comprehensive Assessment for Learning and Independence (CALI) – Functional Skills for Independence with a learner, you should start by administering the Functional Skills for Independence Screener. The Administration Guide is quite voluminous because it contains instructions for each of the ten skill domains. However, you will not have to assess the learner’s skills in each domain. The Screener, the first essential step, is used to identify the priority domain that requires more in-depth assessment.
The Functional Skills for Independence Screener is used to select from the ten domains the one with the highest priority in terms of the learner’s developing functional skills for independence. This priority domain will then be assessed in greater detail.
Learning Objectives
- Recognize and use best strategies to successfully conduct an interview with a parent/guardian.
- Recognize and use best strategies for collecting reliable data using a written questionnaire.
- Recognize best strategies and use them to conduct a successful interview with a learner.
Here are the documents you will need for this first step:
Functional Skills for Independence Screener
This document contains instructions and information relating to the assessment and the Questionnaires, as well as the Summary, which will be completed at the end of the Screener.
Tool for Conducting an Interview
This document lists examples of skills that may help you better describe the different domains to the people involved.
Instructions
The Screener can be administered in two different ways. You will choose the best method for the situation.
Interview
An interview is the best way to obtain accurate, relevant information. It guarantees effective communication and helps to clarify certain points that could be misunderstood.
Questionnaire
If, for any reason, it is not possible to conduct an interview, you can print out the Questionnaire and send it to the participants to be completed. However, it is difficult to ensure that the questions will be fully understood, so this method is less effective. The Functional Skills for Independence Screener must be administered to at least:
- A parent/guardian: It is very important to get the perspective of the learner’s parent(s). If it is difficult for the parent to go to the school in person, you can suggest doing the interview over the phone or sending out a copy of the Questionnaire to be completed at home.
- A teacher/caregiver: In cooperation with the learner’s team, choose the teacher, caregiver, or staff member who best knows the learner and the learner’s needs. Several people can complete the Questionnaire if needed, but it is not necessary to interview all the professionals working with the learner. The decision should be made by the learner’s collaborative team. Note that you can participate as well if you feel your contribution may facilitate the decision-making process.
- The learner (if possible): It is important to get the learner’s perspective and to know the learner’s priorities when it comes to the functional skills essential to their independence.
Best Strategies for a Successful Interview With a Parent/Guardian or Teacher/Caregiver
Interview instructions are provided on the first page of the Functional Skills for Independence Screener. Here are some strategies for successfully interviewing a parent/guardian or teacher/caregiver.
Explain the purpose
Clearly explain the purpose of this step in the assessment process to the interviewee.
It is important for them to understand that this is not the actual assessment but a preliminary step leading up to the assessment of the learner’s skills. The objective is to determine which domain represents the highest priority for the development of the learner’s independence.
Here are a few additional details to share with the interviewees:
It is important for them to understand that this is not the actual assessment but a preliminary step leading up to the assessment of the learner’s skills. The objective is to determine which domain represents the highest priority for the development of the learner’s independence.
Here are a few additional details to share with the interviewees:
- The domains cover a wide range of skills beyond the school sphere.
- If the interviewee has doubts about a particular subdomain, they may choose not to answer and simply move on to the next question.
- The interviewee must reflect on the implications of the subdomains in the context in which they interact with the learner. For example, a teacher should consider daily interactions in the classroom, in the cafeteria, and on the playground, while a parent should take into account the morning routine, homework, and family activities.
Set aside about an hour
Schedule between 45 minutes and an hour for the interview.
Remain concise and efficient by limiting the length of interviews to less than an hour. Remember that this is only a preliminary step and that you will probably have the opportunity to talk again with your interviewee.
Remain concise and efficient by limiting the length of interviews to less than an hour. Remember that this is only a preliminary step and that you will probably have the opportunity to talk again with your interviewee.
Explain the response options
Explain the three response options to the interviewee.
Make sure the interviewees understand the three response options (high priority, moderate priority, and low priority). The Questionnaire contains a description to help you make the distinction.
Make sure the interviewees understand the three response options (high priority, moderate priority, and low priority). The Questionnaire contains a description to help you make the distinction.
Use the Tool for Conducting an interview
Use the Tool for Conducting an Interview.
This document contains a list of examples of skills in each subdomain and may help interviewees distinguish between them. For example, the subdomain “Self-Management Skills” may be confusing. Giving examples of skills such as “tolerating closeness to others, waiting, accepting changes in schedules or routines, recognizing emotions” allows your interviewee to better understand the subdomain and provide an accurate response.
This document contains a list of examples of skills in each subdomain and may help interviewees distinguish between them. For example, the subdomain “Self-Management Skills” may be confusing. Giving examples of skills such as “tolerating closeness to others, waiting, accepting changes in schedules or routines, recognizing emotions” allows your interviewee to better understand the subdomain and provide an accurate response.
Stay on topic
Stay on the topic of priority.
The interviewee may want to discuss the learner’s skills in detail (e.g., “My child can tie his shoes but has trouble putting on his mittens.”) This information may be important in the next stages of the assessment process, but at this stage, the goal is identifying priorities. You can therefore rephrase the person's comments, while questioning the level of priority of this subdomain (e.g., “I see the learner has strengths and challenges in this subdomain. Would you say this skill is a significant concern or a moderate concern?”)
The interviewee may want to discuss the learner’s skills in detail (e.g., “My child can tie his shoes but has trouble putting on his mittens.”) This information may be important in the next stages of the assessment process, but at this stage, the goal is identifying priorities. You can therefore rephrase the person's comments, while questioning the level of priority of this subdomain (e.g., “I see the learner has strengths and challenges in this subdomain. Would you say this skill is a significant concern or a moderate concern?”)
Record the information
Record the information provided and request any necessary clarifications.
Write down everything the person says. It is often better to collect as much information as possible and to assess its relevance later. Interviewees may provide you with information that is not necessarily related to the priority level but might be useful in the next steps of the process. Record this information in the Comments section.
Write down everything the person says. It is often better to collect as much information as possible and to assess its relevance later. Interviewees may provide you with information that is not necessarily related to the priority level but might be useful in the next steps of the process. Record this information in the Comments section.
Remain Neutral
Remain neutral.
You may not share the interviewee’s point of view, but you must remain neutral and allow the interviewee to freely express their opinion. Avoid influencing the interviewee’s responses or talking about your own experience with the learner.
You may not share the interviewee’s point of view, but you must remain neutral and allow the interviewee to freely express their opinion. Avoid influencing the interviewee’s responses or talking about your own experience with the learner.
Inquire
Inquire about cultural or family values.
It is important to understand and respect family values, as certain skills on the list may be more or less important, depending on the family. If a parent thinks a certain domain or category of skills is not a priority, that information should be considered when choosing the domain to be assessed. You will learn more about selecting a domain in the second step.
It is important to understand and respect family values, as certain skills on the list may be more or less important, depending on the family. If a parent thinks a certain domain or category of skills is not a priority, that information should be considered when choosing the domain to be assessed. You will learn more about selecting a domain in the second step.
Best Strategies for Collecting Reliable Data Using a Questionnaire
Instructions for collecting data by means of the Questionnaire are found on the first page of the Functional Skills for Independence Screener. Here are some strategies for ensuring the effectiveness of this method.
Explain the purpose
Clearly explain the purpose of this step to the people who will be completing the Questionnaire.
It is important for them to understand that this is not the actual assessment but rather a preliminary step leading up to the assessment of the learner’s skills. The purpose is to determine which domain represents the highest priority for the development of the learner's independence. Here are a few additional details to share with the interviewees:
It is important for them to understand that this is not the actual assessment but rather a preliminary step leading up to the assessment of the learner’s skills. The purpose is to determine which domain represents the highest priority for the development of the learner's independence. Here are a few additional details to share with the interviewees:
- The domains cover a wide range of skills beyond the school sphere.
- If the person has doubts about a particular subdomain, that person may choose not to answer and simply move on to the next question.
- The interviewee must reflect on the implications of the subdomains in the context in which they interact with the learner. For example, a teacher should consider daily interactions in the classroom, in the cafeteria, and on the playground, while a parent should take into account the morning routine, homework, and family activities.
Explain the response options
Explain the three response options to the people who will be completing the Questionnaire.
If possible, clearly describe the three response options (high priority, moderate priority, low priority) to the people who will be completing the Questionnaire. A description is provided in the document, but it is sometimes useful to explain it.
If possible, clearly describe the three response options (high priority, moderate priority, low priority) to the people who will be completing the Questionnaire. A description is provided in the document, but it is sometimes useful to explain it.
Use the Tool for Conducting an interview
Provide the Tool for Conducting an Interview to the people who will be completing the Questionnaire.
This document contains a list of examples of skills in each domain and may help those concerned to better distinguish between them. For example, the category “Self-Management Skills” may be confusing. Providing examples of skills such as “tolerating closeness to others, waiting, accepting changes in schedules or routines, recognizing your emotions” allows your interviewee to better understand the subdomain and provide an accurate response.
This document contains a list of examples of skills in each domain and may help those concerned to better distinguish between them. For example, the category “Self-Management Skills” may be confusing. Providing examples of skills such as “tolerating closeness to others, waiting, accepting changes in schedules or routines, recognizing your emotions” allows your interviewee to better understand the subdomain and provide an accurate response.
Encourage people to record all information
Encourage those who will be completing the Questionnaire to record any relevant information in the Comments section.
Individuals sometimes provide information that is not necessarily related to the priority level but may be useful in the next steps of the process.
Individuals sometimes provide information that is not necessarily related to the priority level but may be useful in the next steps of the process.
Review the completed Questionnaire
Review the completed Questionnaire and identify the responses requiring clarification.
Review the entire Questionnaire and note any responses that appear vague or incomplete. Remain objective and do not try to interpret the information from your own perspective.
Review the entire Questionnaire and note any responses that appear vague or incomplete. Remain objective and do not try to interpret the information from your own perspective.
Provide follow-up
Follow up in person or over the phone to clarify certain responses.
Where possible, contact the people who completed the Questionnaire to obtain clarifications or to validate information. Be specific and ask only questions intended to clarify ambiguous answers.
Where possible, contact the people who completed the Questionnaire to obtain clarifications or to validate information. Be specific and ask only questions intended to clarify ambiguous answers.
Best Strategies for a Successful Interview With a Learner
Instructions for conducting an interview with the learner are found on the first page of the Functional Skills for Independence Screener. Here are some strategies for conducting a successful interview with the learner:
Invite a trusted person
Ask a parent or trusted person to sit in on the interview with the learner.
Encourage the learner to invite a trusted person to the interview so the learner feels more comfortable. This person must remain neutral and must not influence the learner’s answers but may offer guidance if the learner has trouble with self-expression or organizing ideas.
Encourage the learner to invite a trusted person to the interview so the learner feels more comfortable. This person must remain neutral and must not influence the learner’s answers but may offer guidance if the learner has trouble with self-expression or organizing ideas.
Explain the purpose
Clearly explain the purpose of the interview to the learner.
Use vocabulary suited to the learner’s age and language skills to explain the reasons for the interview.
Use vocabulary suited to the learner’s age and language skills to explain the reasons for the interview.
Choose a fun activity
Conduct the interview with the learner while doing a fun activity.
Invite the learner to do an activity with you (e.g., crafts, board game) and take advantage of this opportunity to ask the learner questions.
Invite the learner to do an activity with you (e.g., crafts, board game) and take advantage of this opportunity to ask the learner questions.
Ask only questions that apply
Ask only questions that apply to the learner and that the learner seems able to answer.
Read the Questionnaire in advance and target the most relevant questions.
Read the Questionnaire in advance and target the most relevant questions.
Record information
Record the information shared and ask for any necessary clarifications.
Make a note of everything the learner says. It is often better to collect as much information as possible and to assess its relevance later. The learner may provide you with information that is not necessarily related to the priority level but might be useful in the next steps of the process.
Make a note of everything the learner says. It is often better to collect as much information as possible and to assess its relevance later. The learner may provide you with information that is not necessarily related to the priority level but might be useful in the next steps of the process.
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