VIDBE-Q Volume 67 Issue 3
Follows Steps of
Recipe
Access Tech
Independent
Living Skills
(adaptive
cooking
methods)
Sensory
Efficiency Skills
Task Monitoring
Task Completion
ECC: I E N
EF: I E N
Pre-planned Prompting Questions (if needed):
How can you best read and follow the recipe?
What do you remember about the ingredients?
What are the steps you need to take?
What comes next?
How can you arrange your space for efficiency in following the recipe?
What can you do differently?
How well did that work?
If situations arose during the task (e.g., spilled ingredient, tool unable to be found, etc.) was the
student able to demonstrate:
Shifting/Flexibility: I E N Not Observed
Inhibition: I E N Not Observed
Self-Monitoring: I E N Not Observed
Emotional Control: I E N Not Observed
In the example, a student is asked to read and follow a recipe. The main
ECC area targeted is independent living skills. However, within that task,
compensatory skills, O&M skills, access/assistive technology skills, and sensory
efficiency skills can also be assessed. Organization of materials, planning, working
memory, initiation, task monitoring and task completion are all EF skills that are
involved in being successful with the task. However, depending on how the task is
going, other EF skills may also be observed such as emotional control. These areas
