Asynchronous activities or "Store and Forward"

Definition:

Activities delivered on a learning management platform, or through other digital means (email, secure texting platform like Talking Points) but not in real time. Can include sharing of information (e.g. instructional videos on a learning management system or posting of written materials) and communication and problem solving involving team members including the student and family through the use of asynchronous discussion boards on a learning management system.

In Maine, as of March 27, 2020 this type of service delivery method was deemed reimbursable by Medicaid (but not Medicare).

When to use:

1. 1. 1. • Parents/caregivers/student not available for synchronous activities.

         • Families do not have access to computers or technology.

         • When learning or delivery mechanism provides translation of communication or materials for the family

         • Student/family have solid home routine and understanding of specific activity/routines.

         • The student does not require direct therapy intervention.

Examples

(See Activities page for more options):

1. 1. 1. • Cardiovascular Activity: Students who need to engage in cardiovascular activity to maintain their endurance, through sharing of specific instructional videos linked to content on the learning management system.

         • Walking program: Sharing of a written home exercise program for increasing walking time with the student on the learning management system. Student tracks his daily activity and submits a log as an assignment on the learning management system.

         • Stander program: Sharing a recommendation for student routine for use of a stander, with a log for family to use. Family also shares photos of student in stander in a closed discussion board on the learning management system and seeks input and suggestions for adjustments.

Synchronous activities (Live video):

Definition:

Activities that take place “live” or “in person” virtually and must be relevant to IEP goals and participation in educational activities. deemed important by the IEP team. All activities should be in collaboration/consultation with the teacher and other school-based team members.

When to use:

1. 1. 1. • When live engagement enhances participation.

         • When invitation is most easily conveyed in this format.

         • Visual/kinesthetic learning preference by student or family.

Examples

see Activities Page for more options:

1. 1. 1. • Adapted PE class: 5 students log in to a teacher led physical education class. Prior to the meeting, the teacher and physical therapist collaborated on activities and ideas. The students need endurance activities so the teacher and physical therapist lead the students through warm up, and targeted fitness activities. They document students’ performance, might choose to set goals ahead of time and these activities support student’s IEP goals.

         • Motor group: 5 preschool students log on to an online platform at a pre-appointed time. The teacher and physical therapist have collaborated on a motor group that the students can participate in. Perhaps the parents received a list of activities ahead of time of items to gather (a ball, a pillow). The motor group consists of warm up activities, and led yoga or play/obstacle type activities using these items that address IEP goals.

         • Preschool snack time: teacher has 4 parents in a Zoom call and students are having snack, virtually. The teacher leads activities that mimic classroom routines if possible. The physical therapist is consulting with regard to access of meal time routine which could include positioning.

         • Physical management: collaborating with the teacher and family for positioning using common objects in home.Student is Level 5 GMFCS and the family is working with the teacher for switch activation during a literacy activity. PT works via video to help the caregiver find items to assist with positioning for function.

         • Guiding families through motor learning activities and providing education. PT may work with the student with motor deficits with mother present to facilitate motor learning of a new skill in a 1:1 session.