Expanding Lifespace Access For a Lifetime.
Supporting instruction and training for Individuals with physical and developmental disabilities for more than 30 years.
WHAT WE BELIEVE
Our Core Beliefs
Every Learner is Unique
Individuals have a variety of resources and abilities.
Holistic Assessment and Planning is Essential
Effective assessment and planning consider all resources.
Well-Designed Programs Lead to Growth
Well planned instruction leads to increased abilities.
Growth Expands Horizons
Increased abilities lead to greater...
Lifespace Access.
OUR STRONG FOUNDATION
The Learner Resources Model
Physical Resources
Abilities and functioning mediated by the Individual’s general health, motor and sensory systems.
Cognitive Resources
Abilities and functioning mediated by the Individual’s cognitive capacities and mental processes.
OUR POWER SOURCE
Collaborative Multi-Disciplinary Teamwork
OUR TOOLS
Assessment and Planning Instruments
- Lifespace Access Profile-Assistive Technology (LAP-AT)
- Lifespace Access Profile-AT Upper Extension (LAP-ATUE)
- Lifespace Access Profile-Autism Spectrum Disorder (LAP-ASD)
- Lifespace Access Profile-Vocational Transition Planning (LAP-VTP)
- Lifespace Access Profile-Range and Strength Assessment (LAP-RSA)
WHAT’S NEW
Announcing The New...
Lifespace Access Profile-Autism Spectrum Disorder
LAP-ASD
Lifespace Access Profile-Autism Spectrum Disorder
A HOLISTIC VIEW
The LAP-ASD process leads to this.
Results Graphing
A comprehensive view of an Individual’s resources across four categories that have been shown to be critical for effective instructional planning
Planning Considerations
The Assessment and Planning Team’s list of ten primary considerations related to planning for the Individual based their assessment results.
THE BEGINNING
How the process starts.
Assemble a Multidisciplinary Team
Research shows that program planning is most effective when conducted by a multidisciplinary team that includes parents, family members, care providers, instructional and support personnel.
Having all the stakeholders involved in the process is essential.
Assessment Process
Conducting the assessment
The Team records their rating in response to the directive statement or question presented for each rating scale. Many scales have additional fields for associated information or data. The Team notes clarify the rating and identify aspects of activities or settings that impact the Individual’s functioning.
An integrated manual provides guidance for the completion of each rating scale and information gathering field.
ANALYSIS & SYNTHESIS
Findings and Program
Based upon their review of the graphs, ratings, and associated information, the Team identifies and prioritizes aspects and elements to be addressed in further planning.
- Physical Resources
- Receptive Communication
- Expressive Communication
- Reference for Choice Making
- Cognitive Resources Applications
- Emotional Resources Interpersonal
- Emotional Resources Intrapersonal
- Emotional Resources Nutrition
- Support Resources
- Environmental Analysis
PRIORITIES AND SPECIFICATIONS
A Roadmap for Progress
Results Graphing
- Physical Resources
- Cognitive Resources
- Emotional Resources
- Support Resources
Instructional Specifications
- Physical Characteristics
- Sensory Characteristics
- Communication
- Receptive communication
- Expressive Communication
- Interpersonal
- Adults
- Peers
- Emotional Demand Considerations
- Interests
- Attention Span
- Change
- Noise /Activity
- Hunger / Thirst
- Reinforcement
- Distractibility
- Frustration
- Uncertainty
- Discomfort
- Support Considerations
THE PURPOSE
Lifespace Access Profile-Autism Spectrum Disorder (LAP-ASD)
What it is
The LAP-ASD is an assessment and individualized program planning instrument for Individuals at Levels 2 & 3 on the Autism Spectrum. It utilizes the Multidisciplinary Team and Learner Resources Model that have been guiding program planning for severely and multi-handicapped populations since 1993.
What it isn’t
The LAP-ASD is not a standardized test. It does not diagnose or identify any disability or handicapping condition.
PURCHASING
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