Teaching · Related Services

Ask the student what is hard, and what matters.

List the activities of the student’s school day with how much each matters and how it goes. The organizer finds the priorities and the places where the student and the adults see it differently.

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Included with Caveat Classroom and Whole-school licenses. Or get it in the Related Services toolkit, $99 for 96 items.

The interview

One interview per student and date. The example is made up.

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What you get

Teaching · Related Services$12 · included with Classroom and Whole-school licenses

What you finish with
Priorities, strengths and lower priorities, differences between the student’s and adults’ views, and goal stems.
Who it is for
School occupational therapists, occupational therapy assistants and the special education teams they work with.
Format
Browser form. One saved interview per student and date; printed with the summary or as a blank form; CSV; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Related Services toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Related Services space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
start with what the student wants to do
Drawn for this page. Occupational therapy in school is about the activities of the school day that matter to the student.

How to use it

  1. Ask the student first, in the way they communicate best.
  2. Add each activity they name, then the ones adults raise.
  3. Mark how much it matters to the student and how it goes in each view.
  4. Write the student’s own words where you can.
  5. Take the priorities and goal stems to the IEP team.

Start an interview

Using the interview

Why the student’s view

Occupation-based practice starts from the activities that matter to the person. Goals built on the student’s own priorities are more meaningful and often better kept.

When views differ

A student who says an activity goes well while adults say it is hard (or the reverse) is worth watching in the real setting before deciding which to plan from.

What this is not

A standardized assessment. The Canadian Occupational Performance Measure and similar tools have their own forms and scoring; this page is an interview record written for schools.

Sources

  1. American Occupational Therapy Association (2020). Occupational Therapy Practice Framework: Domain and Process (4th ed.). American Journal of Occupational Therapy, 74(Suppl. 2).
  2. American Occupational Therapy Association (2017). Guidelines for occupational therapy services in early intervention and schools. American Journal of Occupational Therapy, 71(Suppl. 2).
  3. Missiuna, C., Pollock, N., Law, M., Walter, S., & Cavey, N. (2006). Examination of the Perceived Efficacy and Goal Setting System (PEGS) with children with disabilities, their parents, and teachers. American Journal of Occupational Therapy, 60(2), 204–214.
  4. Individuals with Disabilities Education Act regulations, 34 CFR 300.321(b) and 300.324(a): student participation and the strengths and concerns considered in the IEP.

The example student and activities are made up. Support: team@caveatacademic.com.