inventory / assessment of functional skills in secondary ... · toronto catholic district school...

Toronto Catholic District School BoardSupport Services for Students with Autism

InvenTory / aSSeSSmenT of funCTIonal SkIllS In SeConDary SChoolSVersion 1.0

Student: ___________________________________________________________________________

School: ___________________________________________________________________________

Teacher: __________________________________________________________________________

Support Staff: ______________________________________________________________________

Inventory completed by: ______________________________________________________________

Date: _____________________________________________________________________________

IntroductionThe Inventory of Functional Skills is a series of checklists that break down non-academic tasks commonly seen in a secondary school. It was compiled through a series of structured observations of typical students in a secondary school as they engaged in their daily routines. This checklist may be used to:

• plantransitiontosecondaryschoolactivities

• identifylearningexpectationsforprogramplanning(IEPgoals)

• assessstudentprogress

In the elementary school, it will be useful to administer this inventory as you plan the transition to secondary school activities. The information will be useful for the secondary school staff in setting up their environment and helping to establishIEPgoals.Theinformationcanalsobeusedtoprepareyour student before he/she leaves elementary school.

Since elementary school routines tend to be different than that of secondary school, elementary school staff may have to create opportunities for their student to practise some tasks thatarenotatypicalpartoftheirday.Forexample,practisecarrying items on a lunch tray, opening a lock etc.

To use the Inventory of Functional Skills optimally, try administering it three times per year.

1) At the beginning of the school year to establish a baseline

2) At mid-year to assess learning

3) At the end of the year to document progress

EachtimeyouconducttheInventoryofFunctionalSkills,use the same booklet and a different coloured pen. This will help identify progress over time.

assessor Date Colour

Getting the Information - Baseline• Adjustormodifythetasksandactivitiesinthisinventoryto

parallel the routines in your classroom and school.

• Maintainobjectivityduringthebaselineprocesstodeter-mine what tasks and activities are already a part of the student’s repertoire without direct intervention or direct teaching.

• Itisimportanttonotethatforsomestudents,theuseofvisual supports are adaptations that the student may require throughout his/her life and should therefore remain in place during baseline.

• Conductabaselineoveraperiodofafewdays(e.g.3days)by observing the student while he/she engages in regular classroom or school routines and input data.

• Reviewtheresults.Identifyareas,tasks,oractivitiesthatrequire attention for programming. It may be necessary to break down the task or activity into its sequential skills or components(i.e.taskanalysis).

• Designanindividualizedprogramforthestudenttolearnthe specific tasks or activities. For more information on designinganindividualizedprogram,seeSectionC.

assessmentAssess the student’s progress by conducting regularly scheduled probes. When conducting assessment probes, return to a baseline mode whereby the student is observed performing the task/activity without direct intervention or directteachingbyadults(unlessadultsupportisidentifiedasan appropriate accommodation for the student).

evaluation CriteriaAssess the student’s progress in completing the sequential steps of a task or activity based on the type of assistance needed to independently complete each step of the task.

The following evaluation criteria may be used during both baseline and assessment probes to determine progress. Based on this criteria, movement from a full guide to a partial guide represents progress; movement from a partial guide to a visual prompt, such as modeling represents progress etc. Once a task/activity has been acquired, consider monitoring progress by assessing periodically through probes to ensure maintenance of skills.

full assistance

Student requires full hand over hand assistance.

Partial Physical assistance

Student demonstrates skill with partial physical assistance i.e. a tap, a slight nudge

Demonstration/model

Student demonstrates skill after a model/demonstration.

natural Gesture/Point

Student demonstrates skill after a naturalgesture/Point

mastered/ Independent

Student demonstrates skill consistently with minimal to no assistance. Skill performed 80% unprompted

Generalized Student demonstrates skill consistently with no assistance, in a variety of contexts(differentplaces,peopleandmaterials)

(FA) Full Assistance: Student requires full hand over hand assistance.

(PA)Partial Physical Assistance: Student demonstrates skill with partial physical assistance i.e. a tap, a slight nudge

(D) Demonstration/Model: Student demonstrates skill after a model/demonstration.

(NG) Natural Gesture/Point: Student demonstrates skill afteranaturalgesture/Point

(M) Mastered/Independent: Student demonstrates skill consistently with minimal to no assistance. Skill performed 80% unprompted

(G) Generalized: Student demonstrates skill consistently with no assistance, inavarietyofcontexts(differentplaces,peopleandmaterials)

1.SCHOOLARRIVAL

Full

Ass

ista

nce

Part

ial P

hysi

cal

Ass

ista

nce

Dem

onst

ratio

n/M

odel

Nat

ural

Ges

ture

/Po

int

Mas

tere

d/In

depe

nden

t

Gen

eral

ized

Notes

Get off bus with backpack

Walk toward school

Open school door

Enterschoolbuilding

Greet familiar adults or peers

Go to office/guidance office for admit orlateslips(ifnecessary)

b) L

ocke

r R

outin

e

FA PA D NG M G

WalktolockerareaORwaittomeetfriend(s)&walktogether

Find own locker

Removemitts/gloves&placeinpocketofjacket

Open lock and pull lock open

Removelock

Open locker door

Placelockonhook

c) O

rgan

izat

ion

and

Life

Ski

lls

FA PA D NG M G

Removebackpack&placeonfloor

Open backpack, removelunch&putinlocker

Removehat/jacket(e.g.unzip/unbuttonetc.)

Hanghat/jacketonhookinlocker

Takeoffboots&placeonlockerfloor

Get shoes from locker/backpack

Putonshoes

FA PA D NG M G

Reviewtimetable on inside of locker door

Gather books for morning classes&placeinbackpack

Pickuplock

Closelockerdoor

Closelockerdoor

Insert lock

Snap lock shut







c) O

rgan

izat

ion

and

Life

Ski

lls

Full

Ass

ista

nce

Part

ial P

hysi

cal

Ass

ista

nce

Dem

onst

ratio

n/M

odel

Nat

ural

G

estu

re/P

oint

Mas

tere

d/In

depe

nden

t

Gen

eral

ized

Notes

Checkwatchfortimetogotoclass

HangoutatlockerwithfriendstillwarningbellORgotohomeroom

Interact with friends

Drink from water fountain in hallway – wait till fountain is free

2.LIFESKILLS-PERSONALCARE

a) W

ashr

oom

Rou

tines

FA PA D NG M G

Gotodesignatedwashroom(male/female) with backpack

Openwashroomdoor&enter

Findemptycubicle&enterORwaittillcubicle is free

Close&lockcubicledoor

Placebackpackonfloororhangonhook

Completetoileting–usetoiletpaper,flushetc.

Get backpack

Unlockcubicledoor&exit

Usekleenex&placeintrashwhenfinished

Wash&dryhandsatsink–usepapertowels&placeintrashcanORusemechanical hand dryer

b) G

room

ing

FA PA D NG M G

Enterwashroom

Get comb/brush from backpack

Lookinmirror&comb/brushhair

Putcomb/brushinbackpack

Adjustclothing

Exitwashroom







3.ROTATIONa)

Hal

lway

s

Full

Ass

ista

nce

Part

ial P

hysi

cal

Ass

ista

nce

Dem

onst

ratio

n/M

odel

Nat

ural

Ges

ture

/Po

int

Mas

tere

d/In

depe

nden

t

Gen

eral

ized

Notes

Carrybackpack(e.g.byhand,overshoulders)

Walk to class

Walk on right side of hallway

Adjustwalkingpacedependingontraffic(i.e.slowdown,walkfaster)

Walk with traffic

Walk around crowds or wait till crowd “disperses”

Climbupordownstaircase (onrightside)

b) D

oorw

ays

FA PA D NG M G

Opendoors(asneeded)ORholdonto open door if opened by others

Walk through doorway

Holdontoopendoorifothersarewalking through

4.CLASSROOMROUTINES

a) E

ntry

Rou

tine

FA PA D NG M G

Find classroom door

Open classroom door

Enterclassroom

HandTeachernote/homework(asappropriate)

GiveTeachermessage(ifapplicable)

Findowndesk&sitinchair

Placebackpackonbackofchairorfloor

ParticipateinOpeningEx.inhome-roomorfirstclass(e.g.standforan-them, respond when name called for attendance, listen to announcements)

Interactwithclassmates(asappropriate)







5.LEARNINGSTRATEGIESa)

Org

aniza

tion

Skills

Full

Ass

ista

nce

Part

ial P

hysi

cal

Ass

ista

nce

Dem

onst

ratio

n/M

odel

Nat

ural

Ges

ture

/Po

int

Mas

tere

d/In

depe

nden

t

Gen

eral

ized

Notes

Open backpack

Removematerialsforclass(textbook,binder, pencil case etc.)

Openbindertoappropriatesubject

Remainsittinginchairatdesk

Interactwithfriendstillclassbegins(asappropriate)

b) H

omew

ork

FA PA D NG M G

Remainsittinginchairatdesk

Openbindertoappropriatesubject

Find previous day’s homework

Participateintakinguphomework(e.g.followoral questions/answers, check own written answers, make corrections as needed)

Answerquestion(s)whencalledupon

Raisehandtoofferanswer(s)&waittillcalled upon

Lowerhandifnotcalleduponforanswer(s)

Advocate on behalf of self e.g. request assistance, clarification etc.

c) L

esso

n

FA PA D NG M G

Attendtolesson&presentationofmaterials

Remainon-taskduringorallesson

Answerquestion(s)whencalledupon

Raisehandtoofferanswer(s)&waittillcalled upon

Lowerhandifnotcalleduponforanswer(s)


d) S

eatw

ork

FA PA D NG M G

Passoutworksheet(e.g.passback,passforward)

Takeworksheet(s)paperswhenpassedout

Showpoliteness&courtesy(please,thank-you)

Removeitem(s)frompencilcaseasneeded(e.g.pencil/pen,eraser,ruler,white-out,pencil sharpener)







d) S

eatw

ork

(con

t’d)

Full

Ass

ista

nce

Part

ial P

hysi

cal

Ass

ista

nce

Dem

onst

ratio

n/M

odel

Nat

ural

Ges

ture

/Po

int

Mas

tere

d/In

depe

nden

t

Gen

eral

ized

Notes

Sharpenpencil(e.g.portableorclasssharpener)

Writename&dateonworksheet


Openbindertotakeoutblanksheet&close binder

Copyfromboard

Completeassignedtask(s)

Movefromoneseatworkactivity/tasktoanother

Use eraser and white-out as appropriate

Raisehandtorequesthelpifneeded

Putcompletedseatworkindesignatedarea

Putmarked/unmarkedworkinappropriateplace(s)

Copyhomeworkintoagendabook

e) G

roup

Wor

k

FA PA D NG M G

Movechair&desk to form small group

Participateingroupdiscussion (small&large)

Participateinpresentationofproject

f) O

rgan

izatio

n an

d C

lass

Dism

issal

FA PA D NG M G

Cleardesk(i.e.putmaterials away in backpack)

Refertotimetabletocheckaboutnextclass

Lineupatdoor

Interact with classmates

Leaveclassroomwhenbellringsorwhen dismissed by teacher

Gotonextclass







6.LIFESKILLSa)

Lun

ch R

outin

e

Full

Ass

ista

nce

Part

ial P

hysi

cal

Ass

ista

nce

Dem

onst

ratio

n/M

odel

Nat

ural

Ges

ture

/Po

int

Mas

tere

d/In

depe

nden

t

Gen

eral

ized

Notes

Walk to locker area

Find own locker

Open locker

Removebackpack&placeinlockerORremovebooks&putlunch/leisureitemsin backpack

Closelocker

Carrybackpack&walktowardcafeteriaORwaitforfriendsORwalktodesignated area to meet friends

b) L

unch

room

/ C

afet

eria

FA PA D NG M G

Enterluncharea

FindanemptyseatORlocatefriends,approach table, and sit in empty seat

Greet peers and/or ask neighbouring peersifseatisfree(asneeded)

Openbackpack,removelunchbag&close backpack

c) P

urch

ase

Lunc

h

FA PA D NG M G

Lineupatcafeteriadoor&stayinplace

Adjustpacedependingonmovementofline

Entercafeteria

Wait till server is ready for order

Placeorder

Pickuptraywithfoodandplaceon“counter”

Movetrayalong“counter”–keeppacewith line

Approachcashier&getwallet

AskhowmuchORwaittillcashiersaystheamount and/or look at total on cash register

Give cashier appropriate amount of money

Waitforchange&say“thank-you”

Putchangeawayinwallet

Carrytraytoutensilcounter

Get appropriate utensils for lunch

Getnapkin&appropriatecondimentsfor lunch

FindemptyseatORlocatefriends,approach table, and sit in saved empty seat

Carrytraytoemptyseat&sitattable







d) L

unch

Full

Ass

ista

nce

Part

ial P

hysi

cal

Ass

ista

nce

Dem

onst

ratio

n/M

odel

Nat

ural

Ges

ture

/Po

int

Mas

tere

d/In

depe

nden

t

Gen

eral

ized

Notes

Openlunchbag&removelunch/drink

Eatlunch

Usenapkin(asneeded)

Tidyuptable&usetrashcan(asappropriate)

Askteacher(s)ondutyifhelpisrequired

Interact with friends/peers

e) V

endi

ng M

achi

ne

FA PA D NG M G

Getwallet,walktovendingmachine,&waitinline(ifnecessary)

Decide on item to be purchased

Openwallet,getcoins,&closewallet

Insertcoin(s)&presscodeforitem

Get item from drawer of vending machine

Checkforchange&putinwallet

Walktowardseat&eatitem


Interact with friends/peers

f) L

eisu

re

FA PA D NG M G

Chat&interactwithfriend(s)atcafeteria table

Playtablegame(s)withfriend(s)

Readabook,listentomusicusingawalkman

Do homework or schoolwork

Leavecafeteria&“hangout”withfriends in hall

Gotodesignatedareas(e.g.library,chapel etc.)

Gotoextra-curricularactivities/lunchclub(s)

Showpermissionslip(asneeded)

Use public telephone

Walk toward locker area when bell rings


(FA) Full Assistance: Student requires full hand over hand assistance.(PA)Partial Physical Assistance: Student demonstrates skill with partial physical assistance i.e. a tap, a slight nudge(D) Demonstration/Model: Student demonstrates skill after a model/demonstration.(NG) Natural Gesture/Point: Student demonstrates skill after anaturalgesture/Point(M) Mastered/Independent: Student demonstrates skill con-sistently with minimal to no assistance. Skill performed 80% unprompted(G) Generalized: Student demonstrates skill consistently with noassistance,inavarietyofcontexts(differentplaces,peopleand materials)

Notes

7.DISMISSALa)

Org

aniza

tion

Skills

Full

Ass

ista

nce

Part

ial P

hysi

cal

Ass

ista

nce

Dem

onst

ratio

n/M

odel

Nat

ural

Ges

ture

/Po

int

Mas

tere

d/In

depe

nden

t

Gen

eral

ized

Notes

Walk to locker area after classes

Findownlocker&openlocker

Open/close backpack as needed

Reviewagendabookforhomework

Putbinders/booksforhomeworkinbackpack

b) L

ife S

kills

FP PP M G P VV

Removeshoes&putinlockerorbackpack

Putonboots

Putoncoat/jacket&hat

Closelocker

Interact with friends

Participateinextra-curricularactivities/afterschoolclub(s)

c) E

xit R

outin

e

FP PP M G P VV

Carrybackpack

Waitforfriend(s)orwalktodesignatedareatomeetfriend(s)

Walktoexitdoor

Leaveschoolbuilding

Walk to bus

Maria Grunewald, Ed. D.Autism Support TeacherSupport Service for Students with Autism - Transition TeamToronto Catholic District School Board

Revised: October, 2008

inventory / assessment of functional skills in secondary ... · toronto catholic district school...

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