Participatory level
Expectation 1-Engage in typical patterns of leisure and productive activities in home, community, and school setting
Performance Requirements:
a. communicate their interests in participating in leisure and productive activities b. participate, even partially, in leisure and productive activities at levels consistent with their capabilities c. conduct themselves during participation in leisure and productive activities in ways that are safe and appropriate to particular settings and activities d. meet social and functional expectations for appearance during participation in leisure and productive activities e. participate in a range of age-appropriate leisure and productive activities in their homes and communities with a frequency typically observed in non-disabled peersPerformance Contexts and Suggested Activities:
*participating in leisure activitiesusing print media (being read to, looking at pictures in books and magazines)
completing crafts and hobbies
playing table or board games
playing solitary non-physical games (computer or video games)
participating in solitary physical activities (bike riding, swimming) participating in group physical activities (bowling, catch)watching sports in the community (basketball, football)
going to cultural or artistic events (plays, movies)
participating in community organizations (church groups, Scouting, clubs)
interacting with friends at the mall, a restaurant, or a friends house
*participation in completing of domestic activities, such asfood preparation or care (putting away groceries, washing fruit and vegetables, preparing snacks)
performing meal-related activities (setting table, washing dishes, putting dishes away)
cleaning (making beds, dusting, picking up and putting away items) participating in yard care or maintenance activities (bagging grass, pulling weeds, washing windows)doing laundry or caring for clothing (sorting clothing for washing, operating washing machine, folding clothing)
*participating in community activities bycompleting service transactions (banking mailing letters using library)
shopping (for groceries, clothing, gifts)
obtaining personal services (getting a haircut, going to a doctor, accessing agencies for services)
eating out (at fast food establishment, a full service restaurant, or a cafeteria)
*performing work, volunteer, or instructional activities byworking (filling envelopes at an office, working in the cafeteria at school)
volunteering (picking up trash in the park, giving out stickers at an election)participating in instruction (developing sorting skills, improving speed)
Expectation 2 - engage in a typical pattern of interactionsPerformance Requirements:
a. initiate interactions with familiar persons and community workers as situations necessitate b. conduct themselves during interactions in ways that are appropriate for their relationships with others c. interact with a typical range of personsPerformance Contexts and Suggested Activities:
*interacting with peers, such asclose friends (non-family persons with whom the student has formed a strong attachment)
a new co-workernon-disabled classmates
*interacting with caregivers and immediate family members, such asparents
siblings
group home supervisors*interacting with familiar authority figures like
a boss or supervisor
a teacher
the school principal
*interacting with community workers, such asa store clerk
a bus driver
a police officer
*interacting with other adults, such asa parent's or caregivers friend
a neighbor extended family member
Expectation 3 - participate in effective communication cyclesPerformance Requirements:
a. convey their desires, feelings, and physical needs effectively to others b. respond accurately to directions, instructions, and questions at levels consistent with their capabilities c. communicate in ways that are appropriate to particular contextsPerformance Contexts and Suggested Activities:
*having conversations with others when face-to-faceon the phone
using the mail
*feeling upset or under stress after being hurt while scaredwhen denied a request
*communicating with unfamiliar persons, such as a community worker a new peer at school a guest in the home Expectation 4 - participate in personal care, health, and safety routinesPerformance Requirements:
a. participate, even partially, in activities that comprise personal care and health routines at levels consistent with their capabilities b. advocate for their personal care, health, and safety needs and desiresc. conduct themselves in ways that do not interfere with their participation in personal care, health, and safety routines
Performance Contexts and Suggested Activities:
*dressing, such ascompleting dressing routine at home
changing for gym
putting on outerwear
*cleaning and grooming byshowering or bathing
brushing teeth
combing or styling hair
*toiletingat home
at school or work
in the community
*performing health routines, such as caring for woundstaking medication
responding to illness
*participating in fitness routines ofcardiovascular exercise
range-of-motion activities
strength training
*eatingat home
at school
in the community Expectation 5 - reach desired locations safely within familiar environmentsPerformance Requirements:
a. safely negotiate barrier-free environments with minimal assistance b. move about purposefully with minimal assistancePerformance Contexts and Suggested Activities:
*moving through their domestic environmentin the bedroom
down hallways
through entryways
*moving in familiar outdoor environments, such astheir backyard
the school yard
neighborhoods *moving through familiar buildings, such astheir work sites
a neighborhood store
a relative's home