Assessment of Family Activities & Routines
Assessment of Family Activities & Routines
Date: _________Child's name: ________________Completed As Guided Interview with ____________________ by Provider Name: __________________
DIRECTIONS FOR USING THE ASSESSMENT AS AN INTERVIEW/CONVERSATION WITH CAREGIVERS 1. Ask the caregiver open ended questions about each activity/routine. For example, start by saying "tell me about bathtime and what you and your child do during bathtime." Follow-up by asking additional questions so that you gain an understanding, a picture, of what the routine or activity looks like. Then ask the caregiver to rate the child's participation in terms of the caregiver's expectations (e.g., exceeds, meets, occasionally meets, does not meet). Then, ask the caregiver about satisfaction with how the activity/routine is going. 2. Ask the caregiver to rate the child's use of functional skills (e.g., socializing, communicating) within activities and routines and satisfaction with the child's abilities. You are not trying to find out about the child's deficit or delay (e.g., speech) but rather about the extent to which problems or limitations interfere with a child's participation. 3. Identify any routines which may not be going well (so that you can help families make them go better); Identify routines that are positive for families/children as these will provide a context in which to show families how to teach developmental skills to their children.
EXPECTATIONS
SATISFACTION
ROUTINE/ACTIVITY
COMMENTS
Exceeds Meets
Occasionally Meets
Does not meet Very Is OK
Somewhat Not
Did Not Ask
BATHTIME
MORNING ROUTINE (getting up, getting dressed, bathing/washing) BEDTIME (getting ready for bed, going to bed, sleeping) MEALTIMES (appetite, level of assistance)
Assessment of Activities/Routines Available from Child & Family Studies Research Programs, Thomas Jefferson University, Philadelphia, PA
Campbell/6-2009REV/page 1 of 4
Exceeds Meets
Occasionally Meets
Does not meet Very Is OK
Somewhat Not
Did Not Ask
ROUTINE/ACTIVITY
EXPECTATIONS
PLAYTIME (Indoor Play)
STORY TIME
OUTDOOR PLAY (riding a bike, playing outside, playing on playground equipment, swimming) AT HOME CHORES (cleaning, preparing meals, watching TV, caring for pets, etc.) LEAVING THE HOUSE
TRAVEL TIME (riding in a car, bus; walking, etc.)
RUNNING ERRANDS (grocery store, mall/store shopping, banking, wash/cleaners) OUTINGS (visit a friend/relative, eat at a restaurant/fast food, go to museums, amusement parks, zoo, etc.)
COMMENTS
SATISFACTION
Assessment of Activities/Routines Available from Child & Family Studies Research Programs, Thomas Jefferson University, Philadelphia, PA
Campbell/6-2009REV/page 2 of 4
USE OF FUNCTIONAL SKILLS IN ROUTINES/ACTIVITIES SOCIALIZING (interacting with peers and adults)
COMMUNICATING with peers and adults
GETTING AROUND (mobility at home/community)
USING HANDS & ARMS for functional tasks (e.g., reaching, obtaining/holding objects, manipulation)
PROBLEM SOLVING (figuring out solutions to "problems" ? knowing object exists when not in sight; an object is a tool, etc.
Use blanks to add activities or routines not included in categories
Assessment of Activities/Routines Available from Child & Family Studies Research Programs, Thomas Jefferson University, Philadelphia, PA
Campbell/6-2009REV/page 3 of 4
Based on your answers above, list the routines/activities that do not meet your expectations.
ROUTINE/ACTIVITY
What would you like to see happening: What would the child be doing? What would you or other family members be
doing? What strategies have you tried?
1.
2.
3.
Based on your answers above, list the routines/activities that are enjoyable for your family and child. ROUTINE/ACTIVITY
1.
2.
3.
Additional Comments:
Assessment of Activities/Routines Available from Child & Family Studies Research Programs, Thomas Jefferson University, Philadelphia, PA
Campbell/6-2009REV/page 4 of 4
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