Delineating Functional Competencies: A Component Model

Abstract

This article describes a model for representing functional competencies in students with disabilities. Although strategies exist to identify skills and activities that are functional for students with severe handicaps, these strategies provide relatively little information on how to separate the functional skills into meaningful component parts that represent the range of behaviors needed in the natural environment. Data are presented to illustrate the narrow range of behaviors included in task analyses in current literature on skill acquisition. The Component Model of Functional Life Routines provides a systematic alternate approach to delineating the behaviors required in natural environments.

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