Project TaCTICS


Module 1

Routines based assessment in the child's natural environment sets the stage for family guided, developmentally appropriate intervention. Routines based assessment accommodates the preferences of the family by encouraging them to identify the routines and activities most appropriate for and preferred by the child. Four features of this approach are particularly noteworthy. First, multiple domains (i.e., motor, communication, social, cognitive, self-help) can be addressed in a single routine or activity providing opportunities for collaboration on assessment and later, intervention among team members. A second feature is the inherent motivation for the child who is participating in interesting and meaningful actions. There is little need for extra reinforcers when the activity or routine is meaningful and functional. Third, the need for explaining to careproviders technical assessment procedures is reduced through the use of naturally occurring interactions. Finally and most importantly family members and caregivers can participate with the child in the assessment simply by demonstrating their routines, interactions, and everyday learning opportunities.

"How To" Implementation Strategies feeding baby

  • Emphasis is placed on identification of family preferences, concerns, and choices for involvement in the assessment-intervention process. Providers implement strategies to support family's to actively participate in the assessment process. they gather assessment information with families as partners and give information to the caregivers on the value of the child and family routines, daily activities and events.
  • Assessments are individualized for the child and family based on concerns and interests, rather than a discipline by discipline packaged approach. Providers use strategies to work in a transdisciplinary assessment approach, administer assessments through observation of routines, to collect information from multiple sources
  • Communication begins early, involving all potential collaborators, i.e., family members, careproviders, therapists, educators, and personnel from other community and educational agencies in a proactive planning process. Team members communicate about the assessment process and results across team members, gather and share information with families in manageable amounts and formats, and use jargon free, verbal and written descriptions of the child's strengths and family's priorities.

Support Materials

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