PHASE 3 - EXPLORE ENVIRONMENTS
AND SELECT TRAVEL SITUATIONS

Some degree of travel or movement occurs in most environments and around or during most activities. In this Phase, team members will concentrate on where the student or consumer currently travels or may be able to travel in the course of his or her daily activities. There should be a large number of locations in which the person is present. If current travel opportunities seem limited, the team needs to review school, home, community, recreation, and work settings to determine if new environments and activities can or should be added to the person's schedule. As an example, within a school, a partial list of environments would include the gym, classrooms, hallways, offices, and bathrooms. Activities that could occur within the environment of the gym might include a variety of sports, assemblies, a potluck, after school recreation, and lunch. In this Phase, the team will use specific tools and forms to gather information in order to select a new activity and/or environment for the student or consumer. Using the following steps to identify numerous potential environments and activities will make it easier to consider appropriate travel related situations.

STEPS TO COMPLETE
1.	List all environments and locations in which a person spends time, beginning in the morning and going through to bedtime. Track the list across a five to seven day period to account for any differences in the daily schedule.
2.	If the opportunities for travel in current environments and activities are limited, new ones should be considered. Team members may want to use the General Environmental Inventory Form to help collect and organize the information for both current and new settings.
3.	Organize the environment lists around team identified travel priorities. For example, one team may be supporting an employee who needs to learn routes at a work site. Another team might be working with a student attending a new school. And another team might decide to look at the activities of a person whose movement potential has never been considered or examined in any environment.
4.	Team members may want to use a Family Questionnaire as well as a Preference Survey to gather additional information. After considering this information, team members should use the Activity Assessment Questionnaire as a way to help determine whether a given activity is meaningful and appropriate.
5.	Select an activity around which travel or mobility opportunities exist and proceed to Phase 4.

OUTCOMES
1.	Team members review the environments, locations, and activities in which the person participates or could participate.
2.	Information on the family's/person's preferences is collected.
3.	An environment and an activity are selected.

TIME ALLOCATED

Steps 1-2 will involve some preliminary work to review the student's or consumer's schedule, conduct interviews, and make a list of environments and locations. This may take one to two weeks to complete. For completing steps 3-5, team members will want to review the collected information and use the Activity Assessment Questionnaire and student or consumer preferences to select an environment and an activity. This may take up to two hours to complete.

EXAMPLES
Nick	Krystal