A Functional Assessment & Curriculum for Teaching Students with Disabilities

Use independently or in combination as a curriculum guide and teaching text to provide comprehensive educational programming for persons with disabilities. The Assessing and Monitoring Progress of Functional Skills (AMPFS) helps teachers target skills for instruction and measure progress toward skill mastery.

Includes suggested activities that are divided into two major categories:

• Teacher Interventions
• Family Interventions

These two categories are then divided into four subcategories of distinct age/grade levels:

• Infant (Birth through 2 years) and Toddler/Preschool (3 to 5 years)
• Primary
• Intermediate
• Secondary

Volume I

• Self-Care: toileting, eating and drinking, dressing and undressing, personal cleanliness and grooming
• Motor skills: basic gross motor skills, function with assistive devices, function in diverse settings, recreation and leisure
• Fine Motor Skills: initial manipulative skills, dressing and undressing using fine motor skills, leisure activities, vocational/work activities
• Household Management and Living Skills: planning and preparing meals, purchasing and maintaining clothing, caring for living quarters, operating simple appliances

Volume II

• Nonverbal Communication: responding to gestures, using gestures, responding to tone, using tone, responding to facial expressions, using facial expressions, using Augmentative or Alternative Communication
• Oral Communication: progressing through one-word state (0 - 12 months), progressing through stages I - IV (0 - 12 months), acquiring skills for various learning situations, for work situations, for leisure pursuits, for household participation, to be a friend and family member, to be a community member, to be a consumer and participant in financial transactions, and to be a traveler within a community
• Literacy Preparation: acquiring phonological and other oral language skills that facilitate literacy, acquiring skills for narrative activities, comprehending and using idioms

Volume III

• Functional Reading: developing oral language skills, identifying personal data, identifying time, operating tools using instructions, responding to written instructions, carrying out written instructions, locating and utilizing information, carrying out written directions, identifying key words on simple forms and providing information, acquiring requested information, reading for pleasure, seeking assistance
• Functional Writing: acquiring perceptual motor skills for writing, writing to readily communicate to readers, communicating to be understood, creative narratives to explain, persuade and influence others
• Functional Mathematics: acquiring basic arithmetic skills for functional independence, participating independently in monetary transactions, gaining competency in measuring instruments and utilizing units of measurement, acquiring functional skills for time management, solving mathematical problems needed for independence.

Volume IV

• Interpersonal Skills: functioning in diverse interpersonal and social situations, functioning in situations that depend on oral communication skills, refraining from disturbing, distracting, and destructive behavior
• Competitive Job-Finding Skills: acquiring skills to apply for a job, to get ready for work, following work rules and policies, demonstrating appropriate interpersonal skills in the workplace, understanding compensation for work and developing a bill paying and saving plan
• Leisure-Time Skills: participating in play activities and games of leisure, engaging in sports and physical fitness, participating in camping and outdoor activities, studying nature to engage in leisure activities, engaging in hobbies, crafts and performing and visual arts, seeking a variety of entertainment and cultural opportunities