Practice and Feedback
Exercise: Compile the Assessment Results and Determine the Intervention PrioritiesLearning Objective
Summarize the learner's strengths and challenges using various information sources and complete the Summary of Results.
Context
Mrs. Melanson, Bianca’s resource teacher, collected the data related to the targeted domains.
Here are the data collected for the Language and Communication Skills domain:
Here are the data collected for the Daily Living Skills domain:
Here are the data collected for the Community Skills domain:
Here are the results of the Functional Skills for Independence Screener:
Instructions
Use this worksheet to complete the Summary of Results. Note that some sections have already been completed for you.
When you are satisfied with your answers, click here to see how Mrs. Melanson completed Bianca’s Summary of Results.
Exercise: Determine the Intervention Priorities
Learning Objective
Determine the intervention priorities, taking the suggested factors into consideration.
Context
Once the Summary of Results is completed, Mrs. Melanson, Bianca’s resource teacher, sets up a meeting with the collaborative team and presents the Summary of Results. She answers a few questions asked by the team members and clarifies certain details of the assessment.
Instructions
Based on the information compiled in the Summary of Results, consider the six factors to determine the intervention priorities. Use the worksheet to organize your notes.
When you are satisfied with your responses, click here to compare them with possible answers.
| Questions | Notes |
|---|---|
| Does the lack of certain skills pose a risk to learner safety? | Skills related to Internet Safety are to be prioritized, as they represent a risk for Bianca's safety. |
| What skills are important for the learner’s health (e.g., basic hygiene, healthy eating habits and physical activity)? | The skills related to Hygiene and Grooming, Bathing, and Sleeping must be prioritized, as they were identified by the parents as an issue and are related to Bianca’s health and well-being. |
| What skills are of interest to the learner? | Bianca loves gymnastics, music, fashion and spending time with her friends. |
| What were the priorities identified by parents/guardians during the Screener? | The parents are concerned with her bedtime routine and personal hygiene skills. |
| What is the learner’s most significant barrier to learning the skills needed to participate in school, community and family activities? | The skills related to Receptive Language are an obstacle to her learning and participating in school, family, and community activities. |
| What skills might help the learner to achieve their post-secondary goals? | Skills related to Hygiene and Grooming, Bathing, and Sleeping are certainly essential. Bianca’s ability and willingness to follow instructions are also important and will allow her to be more independent. |
What skills should be prioritized in order to meet Bianca's various needs? Here are the skills that Bianca's team recommends targeting.
| Targeted Skills |
|---|
| Know and follow the safety practices associated with using the Internet |
| Perform the steps of the bedtime routine (including personal hygiene tasks) at a suitable time and without being reminded by an adult |
| Recognize when an instruction applies to her and perform the requested actions within a reasonable time |
Exercise: Choose the appropriate intervention
Learning Objective
Choose an intervention from the evidence-based interventions suggested in the Intervention Selection Tool.
Context
During the same meeting, Mrs. Melanson, Bianca’s resource teacher, presents the Intervention Selection Tool. The team answers the questions for each of the three targeted skills and agrees on an evidence-based intervention for each skill.
Instructions
Use the Intervention Selection Tool to choose an appropriate evidence-based intervention for each of the following three targeted skills:
- Know and follow safety practices associated with using the Internet
- Perform the steps of the bedtime routine at a suitable time and without being reminded by an adult
- Recognize when an instruction applies to her and perform the requested actions within a reasonable time
When you have made your choice, click on each skill below to reveal the intervention chosen by Bianca’s team.
Know and follow safety practices associated with using the Internet
Bianca still doesn’t understand the risks associated with the Internet. Behavioural Skills Training is therefore the recommended intervention for teaching this skill. Her speech therapist could be involved if necessary.
Perform the steps of the bedtime routine at a suitable time and without being reminded by an adult
Bianca is able to bathe, brush her teeth, and go to bed, but she does not do this consistently nor independently. Positive reinforcement is therefore the recommended intervention for this skill. Self-management could be considered later, when a routine is established.
Recognize when an instruction applies to her and perform the requested actions within a reasonable time
There is not always a clear answer in this process. In Bianca’s case, she follows some instructions, but not others. So, she has basic skills and the team could use positive reinforcement to try to increase the frequency of this behaviour. However, if Bianca does not follow certain instructions because she does not understand them, it is possible to call on the speech-language pathologist or to suggest strategies to help her understand the instruction using Behavioural Skills Training.
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