Step 1.1 Select and describe the target skills or behaviors

Select and describe the target skills or behaviors in the chained activity or routine.

a. Define the target skill or behavior in observable and measurable terms

Beginning with the IFSP, the EI team discusses with the parent the strengths and challenges of the toddler in meeting a priority outcome that includes a chained task or behavior. The IFSP outcome should be written in an observable and measurable way 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.

toddler eating

EXAMPLE
 
Charlie is a 24 month old toddler. His parents discuss with their EI team their concerns that Charlie has yet to develop some priority self-care routines, in particular clearing his place at the table after eating. The IFSP team initially writes an outcome to address this priority for the family and Charlie.
 
The IFSP outcome: Charlie will complete self-care routines without resistance.
 

The target skill is described as “complete self-care routines.”

This is not observable without a description of the actual self-care routine and what would be expected of the toddler. Furthermore, the activities and routines are not specified. The team will need to clearly describe WHEN will the target skill be performed, WHAT the actual skill or skills that the toddler will demonstrate, and HOW the EI team will know Charlie has mastered this skill.

The IFSP team re-writes the outcome so that it is observable and measurable using a WHEN, WHAT,and HOW format.

The re-written IFSP outcome: When Charlie has finished eating a meal or snack at the table (WHEN), Charlie will place his plate, cup and spoon on the counter and throw away his napkin to clear his place at the table (WHAT), 3 out of 4 opportunities for 4 out of 5 days (HOW the EI team will know).

The routines or activities are now described. The target skills are observable and can be measured.

 

b. Identify the number and sequence of steps in target skill or behaviors of the chain

This can be accomplished by using one of the following methods:

  • using a sequence of steps from a curriculum;
  • observing a typical toddler performing the chain and writing down the steps;
  • asking the parent to help their toddler perform the chain and writing down the steps; or
  • performing the chain yourself and writing down each step.
Consider again, Charlie's example.
 
Because the number of steps are individualized for each toddler, the EI provider and Charlie’s mom agreed to use the next home  visit as a time to observe Charlie and his mom complete the “clearing his place at the table routine” in order to determine the number of steps in his routine.

 

videoVideo: Example of a Chained Task


c. Decide if you will teach one step at a time or teach all the steps at the same time. 

In most cases, teaching the chain in the sequence is preferred.