Information
The purpose of the CALI - Functional Skills for Independence is to identify the learner’s strengths and challenges in order to better guide the interventions related to functional skills. You are looking to identify the skills in the selected domain that represent an obstacle to the development of learner independence. This fifth step in the assessment process assesses the skills in the selected domain.Learning Objectives
- Assess the learner’s skills in accordance with the instructions in the CALI Administration Guides.
- Efficiently record the data collected through the questionnaire, observation, interview, or structured assessment.
Assessing the Learner’s Skills
In the previous step, you learned about the different assessment methods used to assess the skills in the target domain. The Administration Guide and scoring protocol for the domain will guide you through the assessment and data collection. In addition to these guidelines, here are tips that apply to each assessment method. Click on each assessment method to learn more.
Interview
- Interview the person(s) who know the learner best and who can provide you with essential information related to the target domain.
- An interview with the parent/guardian is always recommended.
- Try to obtain as much information as possible about the skills that the learner demonstrates independently, demonstrates with help, or does not demonstrate.
- Find out about the type of help that is needed for the learner to demonstrate the skill.
- Learn about the conditions that favour the learner’s success (e.g., the learner is able to make a two-hour trip by car but needs toys and books for the whole trip).
Questionnaire
- Give only the necessary sections to the people who will fill out the questionnaire.
- Explain to the people concerned the purpose of the questionnaire and the importance of completing it as thoroughly as they can.
- Encourage the people concerned to include any other relevant information in the Comments section.
Observation
- During the observation session, it is important to remain discreet so as not to disturb the learner or their peers, while standing close enough to the learner to be able to hear.
- Varying the context of the observation sessions provides a broader picture of the learner’s skills (e.g., doing the first session in the classroom and the second session on the playground).
- If it is difficult to observe all of the skills on the list, try to create opportunities to observe the targeted skills (e.g., to observe the learner offering assistance to peers, organize a play session during recess with a few classmates). If the learner still does not demonstrate the skill, then check the Not observed column.
Structured Assessment
- Adjust the instructions or directives given to the learner according to their level of language.
- Use visual aids to help the learner understand the instruction (except when receptive language is assessed).
- Respect the start and end rules so that the assessment does not last too long. End the assessment as directed in the scoring protocol or when you have collected enough information to better understand the learner’s strengths and challenges.
- Establish and maintain a positive climate during the assessment:
- Create a relaxed and pleasant atmosphere. Take the time to play or chat with the learner before starting the assessment.
- Encourage the learner and praise them on their participation.
- Keep a constant pace to maximize learner engagement.
- Take breaks when the learner seems uninterested.
- Alternate difficult items with easier items.
- Keep reinforcers ready and on hand to offer them to the learner at the right time (e.g., when they have just completed a difficult task, regardless of whether they completed it successfully).
- Divide the assessment period into several small sessions if it is more appropriate for the learner.
- End the assessment on a positive note. If the learner has not successfully completed the last two items, it is important to offer a final, easier task to complete the session.
- Avoid directly reinforcing the correct answers (e.g., “Well done! You got it!”). Reinforce the behaviour instead (e.g., “Good job! You work well!”).
- Be sure to read the instructions on prompting, or the type of help that can be offered to the learner during the structured assessment. It is appropriate to prompt the learner for skills in certain domains, while it not recommended for others.
Recording the Data
Another important component of the assessment is recording results in the appropriate scoring protocol. The questionnaires are completed by others, but you are responsible for recording the results of the interview, the structured assessment, and the observation sessions. Here are some tips related to the scoring of these assessment methods:
Interview
- Record all of the information in detail.
- Validate the answers with the interviewee by reviewing the information collected with them.
Observation
- Record observations during the course of the session.
- Note additional details in the Comments column. This information can be used to better describe the learner’s strengths and challenges.
Structured Assessment
- Score the learner’s performance using the symbols suggested in the scoring protocol.
- Record the result immediately after the trial and before starting the next trial.
- The learner can sometimes be distracted or affected by their results. It is therefore important to remain discreet and to keep the scoring protocol out of sight.
- End the assessment according to the end rules or when you have gathered enough information.
You will find the scoring protocols in the Resources section of this site.
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