Step 1.1 Select the target behavior or skill

Select and describe the target behavior or target skill.

Beginning with the IFSP, the EI team discusses with the parent the strengths and challenges of the toddler in meeting a priority outcome and then describes the target skill. The IFSP outcome should be observable and measurable in order to be able to clearly describe the expected skill that the toddler will learn and how to determine when the toddler has mastered the skill.

EXAMPLE

Parents discuss with the providers that their toddler, Charlie, has few if any means of communicating his wants and needs. He uses unconventional ways to communicate what he wants such as going to the kitchen, standing in front of the refrigerator, and crying.The IFSP team initially writes the outcome in the following manner:

"Charlie will communicate his wants and needs by using another form of communication instead of crying."

Consider: Is the selected target skill or behavior described in observable and measurable terms?

The IFSP team initially had written Charlie's outcome in the following manner.

Initial outcome:

Charlie will communicate his wants and needs by using another form of communication instead of crying.

While this outcome describes the hopes and wishes of the parents, it is not written in an observable and measurable way.

The target skill is described as “communicate” by “not crying”. The activities and routines are not specified. This IFSP outcome can be re-written so that it is observable and measurable. To do this, the team will need to clearly describe the context (WHEN), the target skill the toddler will perform (WHAT) and how will we know Charlie has mastered this skill (HOW).

Re-written outcome:

When given a choice of two preferred items or objects such as his favorite foods at meals or snacks or favorite toys when playing on the floor, Charlie will request the object he wants by reaching for or pointing to the object, 8 out of 10 opportunities for 4 out of 5 days.

The new outcome describes routines or activities with target skills that are observable and can be measured.

Step 1.1a Discrete or chained skill?

The next step is to determine if the target skill or behavior is a discrete or chained skill.

A discrete task or skill is a discrete task requires a single response. Discrete skills could be pointing to objects, naming objects, holding out a hand, or a task of putting objects in a container.

EXAMPLES OF DISCRETE TASKS

pointing to or reaching for an object to request
requesting an object verbally using the first sound in the word for the object
pushing a truck on a “road” to a toy garage.

A chained task requires a number of individual behaviors which are chained or sequenced together to form a more complex skill.

EXAMPLES OF CHAINED TASKS

washing hands
brushing hair
completing a sequence of a play scheme

Step 1.1b Decide on the number and sequence of steps

Decide on the number and sequence of steps in a chained task.

If the target behavior is a chained task or skill, decide on the number and sequence of steps in the chain.

You can decide on the number and sequence of steps in a chain in the following ways:

Observe a typical toddler performing the chain. Write down the steps.
Ask the parent to help their toddler perform the chain. Write down the steps.
Perform the chain yourself. Write down the steps.

Use the steps you have identified as the sequence of steps in the chained task to teach the toddler.

EXAMPLE

A chained task for washing hands would include the following steps:

Toddler climbs step stool to reach sink.
Toddler opens hands over the sink so adult can pump soap onto hands
Toddler rubs hands together.
Adult turns on water and toddler puts hands under running water.
Toddler gets paper towel.
Toddler wipes hands on paper towel.
Toddler throws away paper towel.

Video: Chained Task - Washing Hands

After each step in the chain has been described, decide:

Will you teach one step at a time?

Will you teach all the steps at the same time?