Nash College
Learning through Living
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
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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
Developing a model for Nash College
Disadvantages of FIM/FAM model
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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
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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.
2.
3.
4.
5.
notices stimuli
responds to obvious stimuli
responds to range of stimuli
responds consistently to 1 stimuli
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.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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
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 handover 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.
2.
3.
4.
5.
6.
7.
8.
9.
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
Physical restraint given by staff
1.
2.
3.
4.
5.
Approximately once each hour
Approximately once each day
Approximately once each week
Approximately once during the month
Never
Effect on other learners’ emotional
well-being
1.
2.
3.
4.
5.
Daily
Approximately once every 3 days
Approximately once each week
Approximately once during the month
No effect
Developing a model for Nash College
Further steps to be developed to demonstrate ‘outcomes’
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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.