MASTER COPY
BASIC DETAILS
Name:
Age:
Educational qualification:
Designation/Job Title:
Certifications/Professional Licenses (if applicable):
Years of working in the field:
Pre-therapy Assessment
1. Standardized Assessments
Could you please share if there are any standardized assessments conducted before a child joins
Mirra/Swabhimaan? If not, how do you identify each child’s strengths and areas for improvement?
2. Determining Needs and Family Communication
How do you determine specific areas of need for each child, and in what ways is this information
communicated to families?
3. Family Input in Goal Setting
What role does family input play in setting initial goals and assessments for each child?
4. Preparing for One-on-One Therapy
Are there specific methods or approaches you use to help children adjust to the one-on-one therapy
environment?
During Therapy
5. Curriculum and Lessons
Do you follow any specific curriculum or structured lessons during therapy sessions? If so, could you describe
it briefly?
6. Adjusting Sessions
How do you respond when certain lessons or sessions don’t seem to work well with a child?
7. Tracking Progress
What methods do you use to track each child’s progress during therapy sessions? Are these tracking methods
adapted for different neurotypes?
8. Engagement and Child Feedback
How do you ensure that therapy activities remain engaging and effective for the child? Do you involve the
child in self-assessment or feedback on their progress?
9. Role of Family in Progress Tracking
In what ways do family members participate in tracking a child’s progress, and how is their feedback
integrated into the therapy process?
10. Use of Tools and Technology
Are there any particular tools, software, or systems you rely on to document progress and track challenges
over time?
11. Evaluation Frequency
How often do you formally evaluate the impact of therapy? Are there specific intervals or milestones used for
these evaluations?
12. Timeframes and Adaptation
Is there a set timeframe for therapy sessions? If so, how is it determined, and does it vary based on factors like
age or neurotype?
Post-therapy and Long-term Support
13. Goals and Termination Criteria
Are there specific goals that need to be met before concluding therapy? If so, could you share how these goals
are set?
14. Handling Zero-progress Cases
Are there cases where little to no progress is observed? In such instances, do you suggest any alternative
approaches or pathways for the child's future?
15. Follow-up and Continued Support
Do you provide any follow-up sessions, guidance, or resources to help maintain progress after therapy has
concluded?
(2)
Digitized Assessment Tool Expectations
1. Would you find it helpful to have assessments available at different stages of therapy—such as pre-therapy,
during therapy, and post-therapy? If so, could you share how the progress is measured (like individual
scores/ criteria fulfilment/ goal up/ moving to level 2)?
2. Do you think a progress tracking system should be tailored to each neurotype, or would a more holistic,
unified system work best in your experience?
3. In your view, should assessment questions be varied based on factors like a child’s age or the severity of
their condition?
4. What features or functions would you ideally expect in a digitized assessment tool to support therapy?
• Customizable Assessments (multiple-choice, open-ended, visual prompts)
• Progress Tracking (Graphs and charts ; Alerts for stagnation or regression in specific skills)
• Goal Setting and Monitoring (Automatic updates and reminders for goal reviews)
• Behavioural observations (environmental triggers or patterns)
5. What type of assessment will help in a diverse situation?
(Teacher assessment with Parent assessment / Teacher assessment with Self-assessment of students)
Directing questions
1. What are the programs or therapies or workshops you do in this NGO? Is it adopted from any national /
international guidelines, if not how do you determine that this workshop/ therapy is helpful in the
improvement of individuals?
2. What is the skill improvement or vocational support you provide and how do you know that they have
improved in the particular skill?
3. Can you categorize the needs of the individuals based on their requirements?
How do you address this Progressing areas (Name
Adopted from
Neurotic factors issue (Name the treatment them e.g.: improvement in
(Source)
plan) wording, phrasing…)
Cognitive Abilities How do you document it; do
Guidance of this
(Memory and IQ TESTS etc you write in student
Dr., etc…
Cognition) history/form etc…
(3)
fine motor precision, manual
dexterity, bilateral
Observation tools (like task/
coordination, balance, and Guidance of this
Motor skills exercise from some
postural control, running Dr., etc…
institutes)
speed and agility, limb
coordination, and strength
Non-verbal
Sensory Guidance of this
intelligence Observation tools
Integration/processing Dr., etc…
assessment
Others Do you have any other factors to mention
Social Factor How do you address this issue Progressing areas (Name Adopted from
(Socialization) (Name the treatment plan) them eg: improvement in (Source)
wording, phrasing…)
Adaptive Treatment plan social, practical, and Guidance of this Dr.,
behaviour intellectual abilities that people etc…
have acquired to get by in their
daily lives. (Patience, etc)
Social skill Treatment plan vocational skills and upholding Guidance of this Dr.,
a secure environment, practical etc…
skills include personal and
instrumental self-care activities
like using the restroom, taking
medication, dressing, preparing
meals, eating, using the phone,
handling money, and using
transportation
Conceptual skill Treatment plan Reading, writing, self- Guidance of this Dr.,
direction, and both expressive etc…
and receptive language
Others Do you have any other factors to mention
(4)
Internal factor How do you Progressing areas (Name them eg: Adopted from
(Emotional) address this issue improvement in wording, phrasing…) (Source)
(Name the
treatment plan)
Individual Treatment plan Movement along the Ability Level Continuum Guidance of this
potential Mastering more goals in a specific communicative Dr., etc…
competency
Mastering more goals in more areas of communicative
competence
Mastering more goals within an Ability Level
Resilience Treatment plan Guidance of this
Dr., etc…
Self-efficacy Treatment plan Guidance of this
Dr., etc…
Others Do you have any other factors to mention
MASTER COPY
