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Take regular school bus to school.
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Walk from front door to the sidewalk.
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Turn toward other children waiting for bus on the corner.
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Walk to where other children are standing and join them.
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Wait with other children for school bus to arrive.
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When bus arrives follow other children across street.
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Board bus with other children.
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Find seat and ride bus to school.
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When bus gets to school exit with other children.
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Stay with other children as they enter building.
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Aide meets Roy at door
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Proceed to classroom inside the school building.
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On the route going to school, the only identified discrepant step was the last one. The team decided to have an aide meet him at the entrance and walk with him to class. The determination to have an adult directly responsible for connecting with Roy was based on his having been on his own since leaving home. Mom would watch him board, other students would keep track of him during the ride, and the bus driver would be aware of him as student who might wander; but no one individual was assigned to monitor him. Therefore, having an adult met Roy at the entrance was a way to verify his arrival.
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If Roy was missing and someone wasn't at the entrance waiting to confirm his arrival, there could be a question as to whether he was somewhere between home and school or in the school building. Waiting to see if he showed up at his classroom would waste valuable time if he were lost.
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Emergency Information Card Prototype |
The possibility that Roy might get lost on the ride to school prompted the team to create an emergency information card for Roy to carry. Because Roy tended to remove and drop things he found in his pockets, the team affixed the adaptation outside Roy's clothes so it could be more easily seen. Later, the team updated the initial prototype to plastic, addressing a tendency for the card to get ripped. They also replaced the original plastic coil with a retractable keychain to reduce the chance it would get caught in doors.
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Ride home in neighborhood car pool.
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Staff opens door
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Walk from front door of school to waiting parked car.
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Car occupants assist
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Get in with other children in car pool.
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Ride in the car until it pulls in own driveway.
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Mom steps out front door
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When car stops, exit, and move away from car.
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Mom verbally greets
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Walk up to own home and enter house.
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Even though Roy was not able to initiate 4 out of 5 of the steps in the sequence, the discrepancies were easily addressed by the natural supports present. The team then proceeded to Phase 9 and Phase 10. During these Phases they formalized their work into a Travel Plan and decided how they would measure success over time.
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