Phase 4 Simulation

During Phase 2, Roy's team began a review of his current activities and activity settings. At that time, a family inventory identified transportation to and from school as a travel situation Roy's parents considered important. Roy's team completed an Activity Assessment Questionnaire to help encourage discussion as to whether the activity was appropriate. This allowed team members to discuss their concerns. Although the majority of questions were answered in the affirmative, reservations were raised about Roy's safety and his need for supervision. The team then proceeded to brainstorm all the different ways Roy could be transported to and from school. They recorded the following options:

	Specialized Transportation
	Family Car
	Taxi Cab
	Neighbor's Car
	City Bus
	Regular School Bus
Roy's vision is affected by a number of centrally located scotomas or blind spots. As a result, Roy relies on his peripheral vision. Roy tends not to be aware of possible dangers around him. In addition, Roy's attention is focused on viewing angles or head movements that will stimulate his remaining vision. The peripheral retina is sensitive to movement, and Roy shows a strong interest in looking for what changes around him. For example, Roy likes to watch doors open and close, wheels on vehicles spin, and other people walk around. Roy also will follow people, as well as try to get closer to objects in motion (e.g., playground swings). To address concerns about Roy's welfare, the team decided to identify which individual(s) might be relied on to help keep Roy safe.
	Supervision provided by van driver.
	Supervision provided by family member
	Supervision provided by Taxi driver
	Supervision provided by adult driving car
	Supervision provided by older sibling or high school student living in neighborhood
	Supervision provided by other students waiting and riding the bus.
The team then proceeded to Phase Five.