2. definition - schoolsonline.swindon.gov.ukschoolsonline.swindon.gov.uk/sc/documents/arc parent...

Parent information, permissions and initial risk assessment BR July 2018

Swindon Autism Support Service Autism Resource Centre

ARC Parent PackDear Parents/Carers,

This Parent Pack is to give you some information about ARC, what it is and how we hope it can work in partnership with your child’s school to help meet his/her needs. It also contains an initial risk assessment and parental permissions.

What is ARC? Swindon ARC bases offer an enhanced education programme of social communication and therapeutic learning activity led by an ASC teacher and experienced ASC support staff for pupils between the ages of 4 and 16. These will be children and young people with a core difficulty around social communication and interaction (SCID) who may or may not have a diagnosis of autism. Your child/young person may for example be very anxious about attending school, might be on a reduced timetable, be undergoing gradual integration/reintegration to school or perhaps things are just tricky for a variety of reasons and you are working with school staff to manage difficult times. Our aim is to support your child’s school to work creatively and flexibly to meet your child’s ASC/SCID needs and so enable them to cope better and access their learning in school.

Schools can (depending on the support required) commission the ARC for 1 to 7 sessions a week for pupils their pupil with ASC/SCID. The support offered varies from short to long term. The ARC aims to address ASC related issues through intervention and clear teaching of the social curriculum and where applicable relates to their ECHP. Above all we try to support pupils to manage their anxieties and, where needed, develop their sensory tolerances to help them access the main school environment. In short ARC is a 'readiness for school' or ‘crisis response’ programme and is a personalised plan of support around your young person’s individual need.

How does it work?Depending on the programme being applied for, Schools are invited to commission us to provide between 1 and 7 sessions a week for ASC/SCID affected pupils who would access the sessions on a short/medium or longer term basis as needed. The focus would always be on addressing core ASC related issues through intervention and clear teaching of the social curriculum. Above all we try to support youngsters to understand and manage their anxieties and, where needed, develop their sensory tolerances to help them access the main school environment.

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An ARC ‘session’ is offered as a complete package of pupil collection by ASC Outreach staff, (although some parents may choose to transport children themselves) attendance and activity at ARC and then return to school/home. Sessions run flexibly throughout the day and children will normally be collected and returned to their school/home within a 3 hour window of time.

Why do we do an initial risk assmessment?We need to ensure that all our pupils and staff are as safe as they can be while at ARC, that is why we compete an initial risk assessment. We treat this as a working document and will always be amended to suit individual requirements. Please bring to our attention anything that you think does not apply or any additional needs that need to be included. Please include any medical, dietary and personal care needs. If you have any questions about the risk assessment, do speak to your school’s SENCo or contact Bill Rigg, the ARC Manager on 07580 877466 or email [email protected].

Intimate Care Guidance. It maybe necersary to provide intimate care for pupils. This might need to happen on a regular baisis – such as if your child is in pads or requires additional assistance. Or it may be required following a one off accident where a pupil requires assistance to change. Therefore we have attached our intimate care guidelines, so you can understand our procedures and give informed consent for us to deliver intimate care.

Pupil Profile for Early CommunictorsIf your child has significat communication difficulties we will usually offer a home visit or a parent visit to The ARC. This is both so we can get to know each other but also so we can discuss your child’s needs and complete a ‘Pupil Profile for Early communicators’. This gives us a initial snapshop of how your child communicates, if they have any sensory difficulties or self help needs as well as providing us a baseline to record progress and track the impact of ARC sessions.

Index: Page 3 ARC Parent Permission Page 4 Risk Assessment and Support PlanPage 15 Intimate Care PolicyPage 18 ARC Pupil Profile for Early Communicators

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mailto:[email protected]


ARC - Parent/Carer Permissions and initial Risk Assessment.

Please complete and return to your child’s school so they can pass your permission onto us.

Child’s name:

Home Address:

Home Tel no:

Date of Birth: Parent Carer mobiles:

School: 2nd emergency contact number:

By ticking the box I give permission for my child to: Take part in off-site activities such as going to the local shops or accessing public transport facilities. Take video/photos as part of our work, (for example creating personal social stories or behaviour modelling videos) and record keeping. Take video/photos to promote the service (include displays and local press).

I have read the initial risk assessment and support plan and agree to the strategies that are in place

I have read the Intimate Care Guidence and give permission for staff at The ARC to carry out the intimate care of my/our child

Outline of any medical conditions, dietary requirements, allergies and personal care/toileting needs.Attached care plan if needed.

Signature of person with parental responsibility / Guardian………………………………………… Print name:..........................................................

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The following codes are used to complete the attached risk assessments

Target:T = ThemselvesS = StaffC = Children, in or out of school, vulnerable or otherwise V = visitors to the school or members of public in the communityP = Property and physical environment.Probability:HL= Highly likely; existing evidence suggestions that the behaviour is more likely than not to occur again.L = Likely; there is a possibility that the behaviour will occur againU = Unlikely; although the behaviour has occurred before, the context has changed or can be changed to make it unlikely to happen again

Seriousness:A = This would include physical injury requiring medical attention beyond that of basic first aid; extensive damage to property; significant distress to self or others; or lengthy disruption to the normal ARC routines.B = This includes physical injury requiring basic first aid within the ARC; minor damage to property; some distress to self or others; or brief disruptions to the normal school routines.C = No physical injury or damage to property; minor distress or disruption.

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Risk (observed behaviours / potential behaviours)

ProbabilityHL, L, U

Seriousness A, B, C

SUPPORT/ACTION TO MINIMISE RISK Mitigation on Probability

Mitigation on Seriousness

Section 1 – Risks during transport/travel

Pupils unbuckling seatbelts / getting out of seats.

U C The driver will not start the engine until all pupils are seated safely and behaving positively.

If the pupil’s seatbelt is taken off during a journey the escort will calmly and quietly inform the driver, who will then pull over and stop the vehicle at the next safe place.

If deemed appropriate then an additional safety harness should be used

U C

Hit by vehicle getting in and out of car/mini bus.

U A When picking up/dropping off pupils, the driver will park as close to the pick-up/drop off point as possible, with the door next to the pavement.

Schools and parents have the responsibility to safely take pupils to and from the bus/car. An ‘escort’ should always stay with the vehicle.

Activate child lock on the doors where possible. Proactively teach pupils about road safety including the

process of crossing – looking and listening for cars and then saying ‘it’s safe to cross the road and get on the bus’.

U A

Moving /Parked Vehicles

Struck and/or knocked down by a moving vehicle.

U A Keep children and supporting staff together, in a place visible to the driver and at a safe distance from any moving vehicle

Ask children (and adults) to look and listen for vehicles and stay close to their member of support staff, hold

U A

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ProbabilityHL, L, U

Seriousness A, B, C



Additionally, any public car parks, when pupil is out and about with members of the ARC staff.

pupil’s hands where necessary whilst out and about.

Injury to staff by lifting pupil on/off the bus.

L B Children should be taught how to embark/disembark the bus via the steps at the passenger door.

U C

Staff to be mindful that pupil may become distressed by the behaviour of other children on the bus due to their ASC.

L B Have items that are likely to calm/distract pupil should they become distressed during a journey.

The driver will not start the engine until all pupils are seated safely and behaving positively.

If pupil displays distressed behavior during a journey the escort will calmly and quietly inform the driver, who will then pull over and stop the vehicle at the next safe place.

Use strategies to relieve calm and relax, including distracting, consoling or reading a story with pupil.

Move other pupils and any items that might cause distress away from the pupil.

Staff to use mobile phones to contact parent/school as appropriate.

Staff should be vigilant and continue to assess risks at all times.

L C

Section 2 - Risks from the environment

Member of the public becomes angry or aggressive towards pupils due to a lack

U B If at all possible a member of staff should explain the nature of the child’s difficulties due to their ASC while another adult moves pupil/pupils away from the situation and calm.

U C

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ProbabilityHL, L, U

Seriousness A, B, C



of understanding of pupils needs.

Scalding from hot water in the kitchen.

U B Pupil to be supervised by staff at all times in the kitchen.

Explain and agree the rules of using the kitchen/equipment appropriately to maintain safety.

U C

Poisoning from chemicals. U A Chemicals and cleaning solutions are stored safely and out of the reach of children

Explain and agree the rules of using the kitchen/equipment appropriately to maintain safety.

U C

Pupil injured using faulty electrical equipment.

U A Electrical equipment should only be used if it has been regularly tested and meets the appropriate safety requirements.

U C

Cutting self while preparing food.

L B Explain and agree the rules of using the kitchen/equipment appropriately to maintain safety.

Do not use very sharp knives.

U B

Pupils displaying obsessive behaviour/fixated on an item/activity.

L B Proactive Teach strategies to help pupils cope with anxiety. Where appropriate have items that are likely to

calm/distract pupils. Use visual cues to get needs met.

U C

ARC Unit 16Garden/outside play area

The garden has uneven surfaces, grass and muddy areas and several

L B Staff to check all the play equipment and outside play area before use, paying attention to any damage to equipment or objects that could cause harm.


Staff to conduct ongoing checks or area’s regularly

U C

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ProbabilityHL, L, U

Seriousness A, B, C



trees Encountering unsafe

objects. FOR OUT and

ABOUT OFF SITE ACTIVITIESCONSULT ADDITIONAL RISK ASSESSMENTS.

used to ensure that the area is safe and free from unsafe objects. Remove unsafe objects found and dispose of appropriately.

Staff should be made aware of any child who is frightened by or has a phobia of: insects and animals.

Establish and explain the rules of using the outside play area/equipment appropriately to maintain safety.

Shoes should be worn at all times whilst outside the building.

Children should not climb on gates, walls, fences, trees, play equipment unless the adults agree.

Children and support staff must be aware of the possibility of uneven surfaces and follow the instructions.

Holes and uneven surfaces should be pointed out to children as they are encountered

Children are guided away from muddy areas where necessary.

Staff should remain vigilant and assess the risk at all times.

Bushes/bramble tree branches Scrapes and scratches to face, body, arms and damage to the eyes.

L B Ask /remind children to look where they are going when they are walking/running outside

Point out to the children that the branches/brambles could catch them in the eye/scratch them if they are not careful

Ask children not to run/ hide in the bushes by the fence Ask children to be gentle with the trees and bushes so

that they are careful not to damage them

U C

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ProbabilityHL, L, U

Seriousness A, B, C



Eating outside Allergies Stomach bug Insect bites and stings

L B Staff to ensure they are aware of children who have food allergies

Children should wash hands before eating Staff to ensure they are aware of children who are

allergic to bee/wasp/insect bites/stings (anaphylaxis)

U C

Falling off play equipment L B Staff to check all the play equipment and outside play area before use, paying attention to any damage to equipment or objects that could cause harm.


Shoes should be worn at all times during outside play/activities.

Establish and explain the rules of using the playground/equipment appropriately to maintain safety

U C

Using toilets and risk of abuse.

Public toilets when out and about with the ARC staff

U A All staff members including volunteers have a current DBS check.

No child to go to a public toilet toilets without a member of staff to walk them to the toilet and then check that the toilet is vacant. Then wait outside the toilets to prevent members of the public entering.


If pupil cannot go to the toilet independently then two members of staff should be present where possible.

U C

Climbing, balancing, running, jumping on/off and from all the ARC furniture in the

HL B Staff should be vigilant and continue to assess risks at all times.

Staff should make every effort to calm the situation by distracting/ redirecting pupil to another activity. If pupil

U C

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ProbabilityHL, L, U

Seriousness A, B, C



rooms such as: tables, chairs, shelving units etc. Additionally, fixtures and fittings such as: wooden covers for the electric heaters, window sills, toy boxes etc.

Throwing toys from a height.

Grabbing at/jumping onto other people

has limited communication skills then give pupil options to ensure pupils needs have been met (toilet, hungry, hot/cold etc.)

Giving one clear warning that the pupil could fall and hurt themselves.

Do not attempt to lift pupil down but if possible take a hand and guide them safely down.

If behavior is assesset to be attention seeking then ignore behavior and wait for pupil to get down independently .

Remove objects that could cause further harm. Guide other children away from the area. Remain at a safe distance.

Pupil leaving site Pupil separating from

supporting staff whilst out and about

U A Procedure for when a pupil leaves the site Proactive


The only exit is the front main entrance the site is fenced.

The gates to the car park will be locked closed while sessions take place and pushed close while children are getting on and off the bus.

Children will be escorted into and out of the building by a member of staff.

Staffing ratios ensure appropriate levels of support and monitoring of pupils.

If a pupil attempts to run away or leave the site attempt to secure the area (close doors etc.) in a proportionate degree and deploy usual strategies and interventions of

U C

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ProbabilityHL, L, U

Seriousness A, B, C



distracting, consoling or negotiation with pupil as deemed appropriate.

Reactive Where possible two, but at least one member of staff to

follow with a mobile phone. Other staff to stay at the ARC. When there are two members of staff , define roles as:

o One staff to focus on the pupilo Second member of staff to make phone calls in

following order:1. notify the police on 101 2. call/notify parents3. periodically stay in touch with member of staff at

The ARC If only one then phone calls to parents and 101 should

be made by the staff remaining at The ARC. Follow pupil at a distance, so not to encourage the

student to run / turn into a game of chase. Monitor the situation and keep other staff members

informed. Once pupil has come to a stop, approach slowly then

use anything of interest to encourage pupil back to The ARC or another safe place

If pupil is in immediate and high level of risk (running towards a busy road or abusive or aggressive member of the public)

o First member of staff to stay focused on pupil, use loud authoritative voice, then Team Teach techniques to move him away from danger

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ProbabilityHL, L, U

Seriousness A, B, C



o Second member of staff to respond to the risk, (talk to members of public, call 999 if necessary) then report back to other parties as needed

Following any incident pupils schools and parents will be informed and invited to contribute to an immediate review of the pupil’s risk assessment.

Address: ARC, Unit 16, Headlands Trading Estate, SwindonCommunications - Mobile phone: Bill 07580 877466, Anne 07772 439423, Jenny 07772 441559

Support Plan – How we support your child if they display challenging behaviour.

APPROPRIATERESPONSES AND SPECIFIC STRATEGIES FOR PUPIL SUPPORT.

Proactive Steps - Reducing anxiety: Use of social stories, cartoon strips, information about activity format etc. Time away from other pupils to allow self-regulation of time spent in group activity Teach strategies to help pupil cope with anxiety. Use of specific sensory intervention to support proprioceptive, vestibular preferences, e.g. leaning, fiddling, wobble

cushions, Therabands, deep pressure therapies with beanbags, Pilates balls etc. Use of timetables so pupil can predict what is going to happen in the session.

Avoiding Crisis point.

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Have items that are likely to calm/distract pupil Use first … then approach to remind pupil of his/her preferred activity during choosing time and that he/she needs to be

good to receive it. Physically distract pupil, e.g. Let’s do the washing up/ get the colouring out Change of face. Offer a preferred activity Change adult working, a ‘new face’ Have some element of control over what activities/work

Plan once at Crisis Point. If pupil displays challenging behaviour then all other staff and pupils may need to exit the room. If the pupil is distressed and

displaying challenging behaviour which is likely to cause injury to staff or pupils, then staff may have to close the doors behind them and not allow the pupil to leave.

If pupil climbs on chairs or equipment when distressed, staff will assess the risk to and make a judgement to wether this risk to intervene is higher than observing.

If might be necessaryy to use Team Teach techniques to maintain the safety of all, including other pupils, staff and the pupil at crisis point.

All incidents where pupils have displayed extreme challenging behaviour which may include Team Teach techniques, will be logged in the The ARC incident book and both parents and school will be notified the same day.

REWARDS Praise for appropriate behaviour Chooses his own play activity during ‘choose time/ARC time’. Longer term reward charts/structure as necersary.

Emergency Procedure

In case of an incapacitating accident: Provide first aid, where needed call ambulance and other relevant emergency and rescue services. Inform: next of kin/parents/carers, schools, Jenny Muirhead and Uplands. All other adults and children to be moved to a place of safety. Children to be consoled (story & songs to calm).

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Transport may be called for early return if an adult is needed to accompany child/adult in ambulance. Or if it is an adult who is hurt and the child /adult ratio is not sufficient to proceed safely with the session.

Write up accident in accident report log book Review risk assessment. Follow up the incident with phone calls to all parties involved to offer consolation.

In case of less serious accident: Provide first aid where needed, inform next of kin, child’s parents/carers, school. Write up incident in accident report log book update risk assessment

Intimate Care Good Practice Guidance

1. IntroductionThis Intimate Care Good Practice Guidance has been developed to safeguard disabled children, young people and all staff and volunteers. Disabled children and young people can be especially vulnerable. Staff and volunteers involved in their intimate care need to be sensitive to the child or young person’s individual needs.

2. DefinitionIntimate care may be defined as any activity required to meet the personal care needs of each individual child or young person.Intimate care can include:

Feeding Oral Care Washing Dressing/undressing

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Toileting Menstrual Care and Sexual Health First aid and treatment such as suppositories, enemas and enteral feeds Catheter and stoma care Supervision of a child or young person involved in intimate self-care

Parents and carers have a responsibility to advise staff of the intimate care needs of the child or young person and keep staff up to date with changes in a child or young person’s needs.

3. Principles of Intimate CareThe following are the fundamental principles of intimate care upon which the Policy and Guidelines are based:

Every child and young person has the right to be involved and consulted in their own intimate care to the best of their abilities Every child and young person has the right to be safe Every child and young person has the right to personal privacy Every child and young person has the right to be valued as an individual. Every child and young person has the right to be treated with dignity and respect. Every child and young person has the right to express their views on their own intimate care and to have such views taken into account. Every child and young person has the right to have consistent levels of intimate care. Staff should only be undertaking intimate care activities they understand and feel competent and confident to carry out and where necessary

received the relevant training.

4. Agency Responsibilities The ARC will ensure all staff are employed following the Swindon LSCB Safer Recruiting process. Approval includes:

o DBS checks and reference checkso Approval of the agency decision maker

Only named staff approved by The ARC should undertake intimate care of children and young people while at The ARC. The ARC must ensure that all staff undertaking the intimate care of children and young people are familiar with and understand the Intimate

Care Good Practice Guidelines, together with associated Policies and Procedures. Intimate care arrangements must be agreed by The ARC, parents/carer and child or young person. Intimate care arrangements must be agreed by and consent forms signed by the person with parental responsibility. If changes are required to intimate care these must be reported to staff at the earliest opportunity.

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If someone, in the case of an emergency, has to provide intimate care other than the named staff or parent(s) then the senior staff member should be notified of the arrangement as soon as possible.

Intimate care arrangements should be reviewed annually or as required. The views of all relevant parties, including the child or young person (if appropriate) should be sought and considered to inform future arrangements.

If anyone involved with the child or young person (including the child or young person) has concerns about the appropriateness of any intimate care then Safeguarding Guidelines should be followed.

5. Guidelines for Good Practice

5.1 Involve children and young people in their intimate careTry and encourage a child or young person’s independence as far as possible in his/her intimate care. Where the child or young person is fully dependent talk to them about what is going to be done and give them choice where possible. Check your practice by asking the child or young person about any likes or dislikes while carrying out intimate care and when ever possible gain verbal consent.

5.2 Treat every child or young person with dignity and respect and ensure appropriate privacy while ensuring that staff are comfortable and confident in delivering intimate care.

Intimate care can be carried out by one person alone with one child. This practice of providing one to one intimate care of a child alone is supported. Where possible two members of staff should deliver intimate care, this additional support is for both the pupil and the member of staff to remain safe.

No member of staff will carry a mobile phone, iPad, iPod, camera or similar device whilst providing intimate care in the toilet/changing room, a storage area is provided outside the toilet/changing area, where such items can be temporarily stored. If for any reason this this doesn’t take place, then follow safeguarding procedure and report to Bill Rigg – ARC Manager.

When intimate care is delivered, it will be recorded in The ARC, intimate care log.

5.3 Make sure practice in intimate care is consistentAs a child or young person can have several carers a consistent approach is essential. Effective communication between children or young people/ staff/ parents ensures practice is consistent.

5.4 Be aware of own limitations

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Staff should only carry out care activities they understand and feel competent and confident to do so and when necessary have received the appropriate training. If in doubt, ask. Some procedures must only be carried out by staff who have been formally trained and assessed e.g. tube feeding, rectal diazepam.

5.5 Promote positive self-esteem and body imageConfident, self-assured children and young people who feel their body belongs to them are less vulnerable to sexual abuse. The approach staff take to intimate care can convey lots of messages to a child or young person about their body worth. Staff attitude to a child or young person’s intimate care is important.

5.6 If you have any concernsIf you observe any unusual markings, discolorations or swelling including in the genital area, record and then report immediately in safeguarding log, to Bill Rigg, ARC Manager and to the pupil’s Designated Safeguarding Lead or Deputy Safeguarding Lead at the school they attend.

If during intimate care a child or young person is accidentally hurt or a child or young person appears to be sexually aroused by your actions, or misunderstands or misinterprets something, reassure them, ensure their safety and record and then report immediately in safeguarding log, to Bill Rigg, ARC manager and to the pupils Designated Safeguarding Lead or Deputy Safeguarding Lead at the school they attend.

6. Giving Intimate Care to Children and Young People of the Opposite Sex

6.1 Principles: There is a positive value in both male and female staff being involved with children and young people. Ideally, every child or young person should have a choice of the member staff for all their intimate care. The individual child or young person’s safety, dignity and privacy are of paramount importance. The practice guidelines set out below, are written in the knowledge that the current ratio of female to male staff means we are unlikely to be

able to offer the same sex staff member to male children and young people.

6.2 Intimate CareWherever possible, boys and girls should be offered the choice of gender of the staff member if intimate care is required. This becomes of increasing importance as the child reaches puberty.

Intimate care of boys/girls can be carried out by a staff member of the opposite sex with the following provisions:

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When intimate care is being carried out all children or young people have the right to dignity and privacy i.e. they should be appropriately covered, the door closed or screens/curtains in place.

If the child or young person appears distressed or uncomfortable when personal care tasks are being carried out, the care should stop immediately. The staff member should try and ascertain why the child is distressed and provide reassurance.

Concerns must be reported following safeguarding procedure and report to Bill Rigg, ARC Manager .

7. Communication with Children and Young People It is the responsibility of all Staff caring for a child or young person to ensure that they are aware of the child or young person’s method and level of communication. Children and young people communicate using different methods e.g. words, signs, symbols, body movements, eye movements.

To ensure effective communication: Ascertain how the child or young person communicates prior to undertaking any personal care Make eye contact at the child or young person’s level Use simple language and repeat if necessary Wait for responses Continue to explain to the child or young person what is happening even is there is no response Treat the child or young person with dignity and respect at all times

8. Hygiene. Staff to use non-latex gloves when giving intimate care. Nappies/pads to be single bagged if wet and double bag if soiled before putting in designated nappy bin.

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ARC Pupil Profile for Early Communicators

Date of initial assessment: Name:

School: Year:

D.O.B:

Communication:

Makes noises to him/her-self.

Leads adult by the hand.

Large vocabulary, many words very clear.

Comments as he/she works, interacts, plays.

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Phrased speech emerging.

Extending to 2 and 3 word phrases.

3 key word understanding.

PECS –Phase 1 how to communicate, Phase 2 distance and persistence, Phase 3 picture discrimination, Phase 4 sentence structure, Phase 5 answering questions, Phase 6 commenting.

Any other information:

Self-help:

Is in nappies.

Needs help going to the toilet.

Toilet trained.

Requests the toilet with gestures

Requests the toilet with picture symbol.

Requests the toilet verbally.

Can wash hands.

Can put take off/put on own coat.

Can take off/put on own socks

Can put take off/put on own shoes.


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Food and drink:

Likes

Dislikes


Social communication:

Responds to a greeting from a familiar person.

Greets familiar person with their name.

Needs adult assistance to manage in a small group.

Can sit independently for: carpet time, group activity, social snack.


Social interaction:

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Seeks adult attention.

Turns to familiar adult for help or support within an activity.

Will sit with peers in a small group.

Will play alongside his/her peers.

Seeks peer attention.

Turns to familiar peer to play with them.

Can share toys.

Can share toys with adult support.

Can take turns.

Can take turns with a favourite toy with adult support.

Can ask for something verbally, gestures/symbols.


Social imagination:

Makes successful transitions from different environments e.g. home/school to bus and ARC with adult support and visual prompts.

Makes successful transitions between ARC activities with adult support and visual timetables.

Organises own belongings.

Favourite toys are…

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Sensory processing:

Is distressed by the sound of…

Is distressed by the smell of…

Is distressed by the taste of…

Is distressed by the sight of…

Is distressed by the feel of.

When……………… is distressed he/she is calmed by….


Emotional understanding and self-awareness:

Expresses emotions appropriate to the situation.

Identifies simple emotions in relation to self-sad, happy.


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Learning:

Adult support needed to select his/her own work tray.

Can select his/her own work tray.

Needs adult hand over hand support to complete independent work activities.

Can complete independent work activities with minimal prompting.

Appropriate activities are:


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