FACTER <show description>
The primary purpose of FACTER is to assess and teach students with moderate to severe developmental disabilities. FACTER addresses the ability to perform typical, everyday "routines" while incorporating essential "related skills" for living. People engage in a broad range of routines every day. For example, eating lunch, working on academic seatwork, socializing with friends, and going shopping are all naturally occurring daily routines. These routines can be task-analyzed into a number of core steps for assessment and instructional purposes. Routines are important because they provide specific purpose and enable us to become more independent.
Routines serve as the basic unit for assessment and instruction in FACTER.
First, a knowledgeable teacher rates the student on how independently he or she is able to perform a broad range of routines. Later the student is assessed on a small number of routines through performance assessments conducted in the natural environment. Finally, routine steps are identified that require instruction to enhance student independence.
During the performance assessment of each routine, FACTER also assesses students on specific related skills, for example, acknowledging people, making introductions, dealing with emotions, and specific fine- and gross-motor skills. These skills are important because they enhance a person's ability to engage in routines more effectively. They do not necessarily correspond to the specific steps of a routine, but they do improve student performance on those steps. Thus, they provide a higher level of independence. Routines and related skills are often identified from the student's IEP goals and objectives.
FACTER is useful for any student who needs to learn typical school, leisure, community, vocational, or career exploration routines. The curriculum has been specifically developed to address the needs of elementary- and secondary-age students.
FACTER consists of two components: (1) a thorough student assessment across routines and related skills, and (2) a student instruction element that combines ongoing teaching and assessment on critical steps of selected routines. The assessment and instruction cycle is repeated continually to document student progress over time and to identify new areas for instruction. Thus, FACTER provides a continuous cycle of student information, from assessment to IEP planning to instruction.
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