Person-Centered Planning (PCP) is a common process employed by agencies that provide supported living and employment services to individuals with disabilities. Mandated by the Centers for Medicaid and Medicare Services at the federal level, one goal of the PCP process is to facilitate access to employment services in community settings for individuals with intellectual and developmental disabilities (IDD), and to foster active participation in developing their other long-term goals. In other words, PCP helps an individual, their family, and their support team to maintain focus on life goals and become more involved in directing individualized supports and services. Continue reading
Within the Cognitopia Platform for Self-Determination a routine is a sequence of steps consisting of actions that lead to the accomplishment of work assignments, activities of daily living, social skills, recreational activities, or any other self-management task. In practice, the concept of a routine may be referred to as a step-by-step procedure, schedule, task list, plan, or even a goal. Regardless of the terminology, the essential principle is that any routine can be broken down into individual steps to facilitate learning. Educationally, teaching routines or breaking down activities into steps is often referred to as task analysis and is a key component of systematic instruction. Continue reading
Earlier this week Cognitopia released a major upgrade to the MyLife ePortfolio application for IEP Self-Direction and Person-Centered Planning.
MyLife is being successfully used in elementary, middle, and high schools as well as in college programs and adult customized employment and supported living services across the United States. The new MyLife is more intuitive, customizable and user-friendly, strengthening the focus on self-determination—a core value of the Cognitopia Platform. The new design reflects the incredible feedback and suggestions we’ve received from all of these user groups. Continue reading
As the name implies, Custom Categories in Routines allows you to group a collection of routines that are specific to, say, an organization, a school, or a community living facility.
The benefit of the Custom Categories feature is that many people can be added to the category during the time it is created. For example, a teacher may create a custom category called Community Living Skills and add all of his currently-enrolled students with an existing Cognitopia account. Continue reading
One of the original apps available within the Cognitopia platform, ScanDo! hasn’t had many design updates in recent months. And, until now, ScanDo! has primarily been a stand-alone app.
Using a relatively simple interface, ScanDo! is intended to provide on-demand support for task completion via images, video modeling, or text-based documents by browsing a curated library of media that are paired with a unique QR code. When you scan the QR code with the ScanDo! app, you see the document or video that is linked to that code. Continue reading
More and more, technology enables our lives in ways that facilitate independence and connectivity and it seems like there’s an app for just about everything. For individuals aging in place, apps can help them stay organized, accomplish daily goals, or remotely link them to their adult children, a team of caregivers, or the support services they need in order to continue to live in their homes and thrive within their communities. Continue reading
The Routines app provides a way to show the steps needed to complete a task using text, images, or video. Use Routines when you want to support task accomplishment without needing to track progress data. You can create your own collection of routines or you can browse from a library of routines submitted by other Cognitopia users. And you can share your own routines to that same community library.
The Support Hub appears in your Dashboard when you’re connected to an individual with whom you have a supporting relationship, such as teacher-student, parent-child, caregiver-client, or supporter-supported person. The Support Hub serves as your toolbox for helping anyone you support on the Cognitopia Platform. Continue reading
Goals progress can be tracked and measured in a number of different ways within Goal Guide. Here are some options and examples of how to do it:
Basic completion measures whether a goal was or was not met in yes or no format. For example, remembering to take medication every day. Did I remember to take my pills? Yes or no. Continue reading
When checked, Enable Assistance Rating activates an Independence Scoring Scale system* that tracks assistance at the task level. The data and type of assistance is tracked over time and can be used to monitor changes in levels of individual assistance. Continue reading
Raising three boys in rural Oregon in the late 1980s and 1990s, Trina began to first notice unique developmental behavior in her three-year-old son Clinton as he was just learning to read. “Clinton had learned all of the sounds, but phonetically he couldn’t put them together. Even today, Clinton is more typical in that he can read the dictionary and learn the definitions of words or small things, but he cannot read a novel.” Continue reading
At Cognitopia, our goal is to develop a suite of essential web-based applications for students and adults with cognitive disabilities such as autism, intellectual disabilities, TBI, or learning disabilities, and for older individuals with cognitive decline due to normal aging, dementia, or stroke. Continue reading
When Morgan Flynn accepted a position as a long-term substitute teacher with Connections, a secondary transition program in Eugene, Oregon, he used the My Life e-portfolio app as a way to rapidly learn the strengths, accommodations, and interests of his students before his first day on the job. Continue reading
One of the key features of Cognitopia is that it is designed for maximum access by users with cognitive disabilities while also providing tools for teachers or parents to assist as necessary. Continue reading
Our work on cognitively accessible self-management applications has always relied on a participatory research approach that grounds development in the real-world life experience of individuals with disabilities and those who support them. We are fortunate to have a rich network of students and adults with disabilities, parents, and teachers who drive our iterative development approach by providing design input, using our beta version apps, and telling us how to improve them. Continue reading
When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood. Continue reading
In a previous blog post, we showed how the Goal Guide app is being used by the Community Transition and Connections Program in Eugene 4J School District in Eugene, Oregon to foster independence and empower students to run a school store with minimal interaction, prompting, or supervision. Continue reading
In a student’s mind, assessment is synonymous with “testing,” and nothing causes anxiety like the prospect of having to take a test. Most educators realize, however, that effective formative assessment of progress, learning, and educational experiences go way beyond test taking. Measuring student progress over time should include formal and informal assessment procedures and it requires tools that capture the full range of students’ experiences, preferences, and goals. Continue reading
I remember first meeting Tom Keating in 2001 at the Community Living Program (CLP) in Eugene, Oregon. The CLP is a special education program for students ages 18-21 with a range of exceptionalities who have either graduated with a modified diploma or high school equivalency. Continue reading