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.
To" Implementation Strategies
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.
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
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.
Please visit the FGRBI website for update materials