Outcomes for Learners Developing a Model Presentation by : Angela Farrin

1. Nash College Learning through Living Outcomes for Learners Developing a ModelPresentation by : Angela Farrin

2. Nash College Learning through Living Developing a model for Nash CollegeThe 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

3. Developing a model for Nash CollegeDisadvantages 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

4. Developing a model for Nash CollegeUseful 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

5. Developing a model for Nash CollegeA 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

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

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

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

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

14. Physical restraint given by staff • Approximately once each hour • Approximately once each day • Approximately once each week • Approximately once during the month • Never

16. Effect on other learners’ emotional well-being • Daily • Approximately once every 3 days • Approximately once each week • Approximately once during the month • No effect

17. Developing a model for Nash CollegeFurther 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.