Outcomes for Learners Developing a Model Presentation by : Angela Farrin Nash College Learning through Living

Developing a model for Nash College The advantages of the FIM/FAM model Visually clear demonstration of progress Based on increase of independence Indicates reduction in current and future support levels Assessments made in a range of contexts Flowchart for staff guidance Nash College Learning through Living

Developing a model for Nash College Disadvantages of FIM/FAM model Developed for people with Acquired Brain Injuries or acquired neurological impairments Developed to support ‘Rehabilitation’ programmes Based on approximations (%s)of support levels

Developing a model for Nash College Useful aspects of the FIM/FAM for Nash College Learners The Spidergram can visually demonstrate progress over time in key areas of learning The process enables assessment of progress relating to common achievement criteria in a variety of contexts Flowchart guidance for all staff to follow Current systems can easily be translated into this model

Developing a model for Nash College A different approach for Nash learners Areas for assessment identified for pilot i.e. Communication Literacy Numercy IT Physiotherapy Occupational Therapy Severity of Behaviour Impact of Behaviour Self-Care

Non-Verbal Skills 1.notices stimuli 2.responds to obvious stimuli 3.responds to range of stimuli 4.responds consistently to 1 stimuli 5.responds differently to different stimuli 6.anticipation 7.redirects attention to second object 8.basic cause and effect skills 9.attends to 2 objects 10.object permanence 11.performs 2 different actions to get reward 12.modifies action when repeating action does not work 13.shared attention 14.functional turn-taking in an activity. 15.tries new strategy when old one fails.

Alternative Augmentative Communication 1.conveys consistent clear indications of ‘like’ / ‘dislike’ 2.shows communicative intent (by looking at / reaching for desired object) 3.makes clear request for object / activity 4.understands cause and effect in familiar activities 5.uses a method of single message in familiar routines 6.uses 1 object / photo / symbol / word utterances 7.understands basic categorisation 8.combines 2 photos / symbols / words to form a phrase 9.able to locate messages by colour (coding) / topic (category) / representing icon or word 10.uses indexing to locate and combine 3 messages

Pouring a cold drink and making a sandwich (DADL) 1.Unable to pour cold drinks or make a snack and sit down and eat it 2.Able to pour a cold drink with hand- over hand support 3.Able to pour a cold drink with verbal prompts and some physical assistance 4.Able to obtain a cold drink independently from fridge or water cooler 5.Able to make a sandwich with verbal prompts and some assistance to set up a safe environment 6.Able to independently make hot drinks / snack following instructions in a familiar environment 7.Able to independently make hot drinks / snack in a variety of settings

Wheelchair Mobility (Power chair, self-propelling, manual) 1.Unable to self propel/drive a power chair 2.Able to self propel very short distances indoors- not functional 3.Needs moderate support to self propel/drive- mostly indoors 4.Drives power chair/self propels around College but needs assistance at times to negotiate around obstacles/through door frames 5.Can self propel/drive independently but only on level surfaces 6.Only drives power chair/self propels on Nash site but does so with supervision only 7.Needs minimal assistance when self propelling/driving on uneven /sloped surfaces 8.Drives power chair/self propels independently but requires supervision in the community/unfamiliar environments 9.Drives power chair/ self propels manual chair independently in all environments

Physical restraint given by staff 1.Approximately once each hour 2.Approximately once each day 3.Approximately once each week 4.Approximately once during the month 5.Never

Effect on other learners’ emotional well-being 1.Daily 2.Approximately once every 3 days 3.Approximately once each week 4.Approximately once during the month 5.No effect

Developing a model for Nash College Further steps to be developed to demonstrate ‘outcomes’ Mechanism for recording the skills learned and the ‘impact on the learner’s everyday experience and potential life opportunities Means of recording the changes in the pattern and kinds of support during and post College Method to demonstrate ‘the whole’ story from Baseline assessment, prediction of outcomes, changes and progress, the impact of the learning programme and final outcomes.