Needs Evaluation

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The process begins with working to understand the perceptions, the abilities and the strengths and needs of the individual(s) receiving support as well as those of the existing support system.

This includes focusing on the areas of communication, independence and adaptive skills, and taking into consideration what the support network (family, school staff, professionals etc.), is already providing, through a combination of the following:

 

  • Observations of interactions between the individual(s) and their support network in their natural environment (combining formal and informal assessments in formal and informal settings)

  • Interviews and dialogue sessions with as many members of the support network as possible

  • Reading of professional reports and recommendations

  • Interactions using person-led play/discussion in order to become immersed into the individual’s world

  • Interactive structured sessions with the individual(s)

 

WHAT DO I MEAN BY COMMUNICATION, INDEPENDENCE,

AND ADAPTIVE SKILLS?

Some examples include:

  • Communication

    • How does the individual express wants and needs 

    • How does the individual identify and express feelings

    • Is the individual activity connected during social interactions

    • How does the support network communicate with the individual

    • What works and what doesn’t in this area

    • What resources are available, or not, to target this area

  • Independence

    • What are the individual’s skills in relation to:

      • Getting dressed and undressed

      • Taking care of personal hygiene

      • Using the washroom

      • Completing tasks

      • Showing motivation to learn

      • Persevering through difficult tasks

    • What are the individual's and the support network’s goals in this area

    • Does the individual possess the pre-academic skills required to fully participate when necessary

    • Does the individual possess the communication skills, or have access to communication to fully participate when necessary

    • Does the individual have a diagnosis or condition that hinders their independence

    • How does the support network perceive their ability to support the individual in this area

    • What resources are available, or not, to target this area

  • Adaptive Skills (Behaviour)

    • In what way does the individual self-reflect

    • What various socially acceptable and non acceptable behaviour does the individual exhibit

    • What way does the individual follow instructions, rules and routines

    • Does the individual require learning alternatives to undesired or aggressive behaviour

    • How does the individual emotionally regulate

    • Does the individual have a diagnosis or condition that hinders their ability to comprehend and adapt their own behaviour

    • How does the support network perceive their ability to support the individual in this area