Independent Living Program - Florida's Center for Child Welfare

ecome reality. Without questions about an issue, motivation to learn about it is low. This is especially true with people who are notmotivated in traditional academic settings. Methods like “Person-Centered Planning” establish goals which the learner determines andowns. Motivation of learners to learn and practice what they learn is much higher when they determine their own goals. Establishinggoals also helps learners form questions which maintains motivation.RepetitionRepetition is the next aspect of life skill application critical to competency development and mastery. Repeated application overtime indicates mastery of competencies. Competency/skill development takes time and consistent practice. For example, both sportsand music instruction include basic, regularly repeated skill drills to help students achieve competence. Negotiation with the learner toengage in enough repetitions to ensure skill mastery may be needed. This may be difficult if the learner does not understand therelationship between lessons and repetitions with long-term achievement of what they want in their lives. Thus, ensuring thisunderstanding is critical.MeasurementAnother aspect of life skill application is measurement. In addition to a general measure of life skills like the Ansell-Casey Life SkillsAssessment, it is important to measure each competency a learner is mastering. To measure application, use the Guidebook LearningGoals and Mastery Standards (listed next), as well as a rating scale, like the one below created by Dorothy Ansell and Joan Morse.a. Got it = Can demonstrate achievement of the performance indicator through time.b. Getting Close = Needs intermittent assistance, supervision or direction in competency area.c. Attempted = Needs monitoring and assistance throughout demonstration of competency.d. Needs Guidance = Unable or unwilling to demonstrate competency, requires additional instruction.Life Skills Guidebook 157©2004 by Casey Family Programs.