Observation in the everyday environment

It may be suggested when a difficulty regularly comes back around:

• the morning departure or the return home;
• homework and settling down to work;
• tidying up or getting materials ready;
• meals, hygiene or bedtime;
• screen use;
• a transition or a change of activity;
• following an instruction;
• taking part in a family task;
• a recurring moment of tension or conflict;
• independence in an everyday activity.

The observation focuses on a situation defined in advance. It is not intended to observe the whole of how the family functions.

An observation can make it possible to:

• describe precisely what happens, beyond general impressions;
• spot the moments when the difficulty begins to appear;
• identify what is being asked of the child and how they understand the situation;
• highlight the environmental factors that make the task easier or harder;
• spot the skills and strategies already present;
• better understand the child's reactions and those of the people around them;
• draw out one or two educational hypotheses to try out;
• suggest simple adaptations compatible with the reality of family life;
• have a concrete starting point for observing change.

Depending on the situation, attention may focus on:

• the organisation of space, time and materials;
• the number of steps needed to complete the task;
• the wording, length and sequencing of instructions;
• sensory demands or sources of distraction;
• signs of tiredness, tension or discouragement;
• the way the child asks for, accepts or refuses help;
• the adults' reactions and the adjustments already tried;
• what precedes and follows a shutdown or an outburst;
• the moments when the child succeeds more and the conditions that make that success possible.

This reading remains educational and contextual. It is not a clinical assessment of behaviour.

1. 1

   Before: defining the request

   A meeting makes it possible to choose the situation to observe, understand what concerns the family and define a precise question. Who will be present, the approximate duration and the conditions of the observation are agreed in advance.

2. 2

   During: observing discreetly

   I take in how the situation unfolds, stepping in as little as possible at first. Depending on what has been agreed, I can then suggest an adjustment or briefly support putting it into practice.

3. 3

   After: sharing the observations

   A review time makes it possible to distinguish the facts observed, the possible hypotheses and the interpretations. Parents can add to or qualify what was seen.

4. 4

   Testing a few adjustments

   One or two ideas are chosen: changing an instruction, reducing the number of steps, preparing a visual support, reorganising the space, anticipating a transition or adjusting the level of help.

5. 5

   Reviewing

   A later review can be arranged to assess what has changed, what remains difficult and what needs to be adapted.

Depending on the needs, the observation can lead to creating:

• a visual routine;
• a step-by-step sequence;
• an instruction card;
• a schedule or a visual timer;
• a simple chart sharing out tasks;
• a rearrangement of the space;
• a prevention plan for a sensitive moment;
• a short summary of the observations and the ideas chosen.

These supports are designed with the family so that they stay realistic and usable in everyday life.

Time spent at home is limited to the framework defined together. Only the information useful to the request is gathered. No photograph, video or sharing with a third party takes place without explicit agreement.