1. The Scale for Assessment of Family Enjoyment within Routines (SAFER)

2. * As you proceed through these instructions, you will need a copy of the SAFER tool to follow along * The SAFER can be found on the EI Colorado website, under “Family Assessment” * file:///C:/Documents%20and%20Settings/MerrilL L/My%20Documents/Downloads/SAFER- ScaleforAssessmentofFamilyEnjoymentwithinRou tines%20(2).pdf file:///C:/Documents%20and%20Settings/MerrilL L/My%20Documents/Downloads/SAFER- ScaleforAssessmentofFamilyEnjoymentwithinRou tines%20(2).pdf

3. * The SAFER is an assessment tool that is similar in format to the Routines-Based Interview * Information is gathered through a conversational interview with the family * Provides information on the independence, engagement and social competence of the child and the concerns and priorities of the family * Information gathered will inform functional IFSP outcomes.

4. * This page provides general information and instructions for use of the SAFER as a tool for family assessment * Family assessment is conducted only with the agreement of any family member participating * Important points: * Questions under each routine are guidance questions only * Professionals are encouraged to develop additional questions to follow up and gain additional information about the unique experiences of each family * Questions for childcare are included for those families whose children participate in caregiving environments outside of their immediate family * Family responses to guidance questions are documented in narrative format * Concerns noted by the family are documented (stars may be used to identify concerns) * Each routine is rated on a 1-5 scale, with one noting “not at all satisfied”, and 5 noting “very satisfied. * After the completion of the tool, the family identifies which of their concerns they would like to have addressed as IFSP outcomes

5. * This page gathers information on the routines of Waking Up and Diapering and Dressing * Waking up: * Ask the guidance questions, using “wait time” to allow the family to consider and respond to the question * Summarize the response to the question in the box to the right, noting with a star or other notation the aspects of the routine that are concerns * The facilitator is encourage to ask additional questions if more information about the routine is needed, being careful to use open-ended questions that are understandable and jargon-free * Note the family’s satisfaction, using the 1-5 scale, before moving to the next routine, Diapering and Dressing * Transition to the next activity, by saying, “Now we are going to talk about Diapering and Dressing” * Diapering and Dressing: * Using the same format as for Waking up, gather and document information and note concerns * Ask the questions that are appropriate for the developmental level of the child * If the child is no longer using diapers, you would not ask the follow up questions regarding this activity * Document the family’s satisfaction with the routine, then move to the next routine

6. * This page gathers information on the routines of Feeding and Meals and Community Care (if applicable) * Feeding/meals: * Using the same format as for previous routines, gather and document information and note concerns * As you gather information about mealtime(s), it is important to note that due to individual family circumstances, mealtimes may look very different from one another. It is important to ask about these differences. After gathering information using the general guidance questions, ask if there are differences among meals. For instance, dinner may be very different if different family members are involved in the routine. * Note the family’s satisfaction, using the 1-5 scale * Transition to the next activity or routine * Community Care: * This section may be used for children who are in childcare, or when a child spends time in another setting, such as under the care of a grandparent. If the child does not participate in eating in an alternate setting, skip this section

7. * This page gathers information on the routines of Getting Ready to Go/Traveling and Hanging Out/Watching TV * Home: * Using the same format as for previous routines, gather and document information and note concerns * The intent of gathering information about getting ready to go is to gather information about how the child transitions to different activities and participates in activities outside of the home * If there are multiple places that the child and family typically go to outside of the home, ask about each of these. It is not necessary to ask about occasional or infrequent activities, unless the family introduces these as concerning. * Note the family’s satisfaction, using the 1-5 scale * Transition to the next activity or routine * Hanging out/Watching TV: * Using the same format as for previous routines, gather and document information and note concerns * Follow the family’s lead. Ask additional questions about their identified “hanging out” activities * Note the family’s satisfaction, using the 1-5 scale * Transition to the next activity or routine

8. * This page gathers information on the routines of Bath time and Nap/Bedtime * Bath time: * Using the same format as for previous routines, gather and document information and note concerns * If the child is bathed in something other than a bathtub, such as a sink or baby bathtub, use the same follow up questions to gain information about the child’s participation in the activity of bathing. * Note the family’s satisfaction, using the 1-5 scale * Transition to the next activity or routine * Nap/Bed time: * Using the same format as for previous routines, gather and document information and note concerns * Note the family’s satisfaction, using the 1-5 scale * Transition to the next activity or routine * Community Care * This section may be used for children who are in childcare, or when a child spends time in another setting, such as under the care of a grandparent. If the child does not participate in nap or bed time in an alternate setting, skip this section.

9. * This page gathers information on the routines of the Grocery Store and the Outdoors * Grocery Store: * Using the same format as for previous routines, gather and document information and note concerns * If the family states that they do not take the child to the grocery store, it is important to ask follow up questions to find out why. Has it never been tried, or is it a challenging routine? Grocery shopping is often identified as a difficult routine by families. * Note the family’s satisfaction, using the 1-5 scale * Transition to the next activity or routine * Outdoors: * Using the same format as for previous routines, gather and document information and note concerns * Follow the family’s lead. If outdoor activities are not something they choose to participate in, then do not go into detail about this section. As with grocery shopping, it is important to gather enough information to determine whether this is a personal choice of the family, or if participation in outdoor activities is challenging for the child and family. * Note the family’s satisfaction, using the 1-5 scale * Transition to the next activity or routine * Community Care * This section may be used for children who are in childcare, or when a child spends time in another setting, such as under the care of a grandparent. If the child does not participate in outdoor activities or play in an alternate setting, skip this section

10. * Thank the family for sharing this information with you * Briefly review the information summarized, noting the areas that the family identified as concerns * Document the family assessment information on the IFSP * Summarize into: * Daily Routines and Resources * Present Levels of Development * Note concerns gathered from the SAFER on Concern and Priorities Page * Use guidance questions on IFSP form to support family in prioritizing * Plan of Action * Document Priority in the words of the family * Describe what the routine looks like now under “What We See Now” * Describe what the family would like the routine to look as the outcome statement, making sure that the outcome is measurable and accomplishable and that the family and team will know when it is met. * The SAFER can be used as an annual assessment tool to gain information about how the routines of the family have changed.