The Three-Step Process

 

Blog 1: The Three-Step Process

Ecological Inventory

An ecological inventory is a systematic way to identify functional and meaningful skills for a student. Instead of focusing on isolated deficits, teachers look at the student’s real environments—home, school, community, and vocational settings. Each environment is divided into sub-environments (e.g., cafeteria, gym, bus stop), and activities within those are listed. Teachers then identify the skills required for participation, such as mobility, communication, or self-help. This ensures that the Individualized Education Program (IEP) emphasizes relevant, age-appropriate objectives. For example, in the cafeteria, a student may need to line up, order food, carry a tray, and eat independently. By mapping environments, activities, and skills, teams can prioritize objectives collaboratively, considering safety, frequency of use, student and family preferences, and long-term independence.

Discrepancy Analysis

After identifying activities, teachers compare the task requirements with the student’s current abilities. This is called discrepancy analysis. It involves task analysis—breaking down each task step by step—then observing the student perform it. Teachers record successes, errors, and performance discrepancies in categories such as learning, physical, health, sensory, or motivation. For instance, if a student struggles with gastrostomy tube feeding, staff may note problems with assembling equipment or pouring formula. Each difficulty is analyzed to decide whether it should be directly taught, adapted with supports, or replaced by an alternative method. This process ensures instructional decisions are based on observation and evidence.

Instruction, Adaptations, and Alternatives

Once discrepancies are identified, the team decides how to proceed. Instruction may involve directly teaching skills in the same way nondisabled peers perform them. Adaptations can include changes in materials, environments, or technology—such as adding visual cues, specialized tools, or modified seating. If adaptation is insufficient, alternatives like Augmentative and Alternative Communication (AAC) systems may be necessary. For example, a student who cannot order verbally in a cafeteria may use a communication board to point to food choices. The goal is always safe, functional participation while moving toward maximum independence. EAs play a critical role by implementing supports consistently and helping fade them as skills develop.

Learn how students use Augmentative and Alternative Communication (AAC) devices to learn and speak

https://youtu.be/IzmOlD2CaG8

Shows how peers are trained to recognize and respond to AAC communication attempts—excellent for inclusive practice discussions. 

 “Teaching Peers to Respond to Augmentative and Alternative Communication”

Shows how peers are trained to recognize and respond to AAC communication attempts—excellent for inclusive practice discussions. youtube.com

https://youtu.be/A18zyePCT_0?si=tPxiGXeSWAFNd1Sn

Takeaway for EAs

For EAs, this process provides a roadmap: observe closely, collect data, and support practice in natural settings. This ensures that the skills we teach have real-life meaning and help students become more independent.