FLORIDA EARLY STEPS LEARNING CENTER
Learn More About Answering the 5Q Framework
Answer the 5 Question (5Q) Framework
What?
What priority skill do we want to help the child learn in the next 2-4 weeks?
Priority skills can be from any area of development and learning. A priority skill should be useful for the child and family and something we can see or hear the child do in everyday routines. Priority skills are short-term and build toward long-term goals or IFSP outcomes.
How?
How will caregivers help the child practice the priority skill? Which embedded strategies will caregivers use?
The HOW question guides caregivers to talk about, choose, and use strategies to support their child’s learning during routines. Decisions about embedded strategies should be based on “fit” with the WHAT (priority skill) and WHEN/WHERE/WHO.
When/Where/Who?
In which routines and locations will the child practice their priority skill and who will help?
Caregivers and providers talk about preferred and regularly occurring routines that provide opportunities for embed intervention. “Fit” between the priority skill (WHAT), strategies (HOW), and routines is important. Not every routine has opportunities for a child to practice their priority skill. Caregivers choose which routines they think make the most sense for their child and for them.
Why?
Why are priority skills, embedded strategies, and routines important for caregivers and their child?
The link between caregivers’ priorities and their child's priority skill is often the clearest response to WHY?. “Finding the fit” between the routine and priority skill is also part of the WHY. Another part of the WHY is describing why identified routines and strategies are a good “fit” to provide opportunities for a child to practice a priority skill.
How Will We Know It’s Working?
How will we know the child is using the skill?
Caregivers learn to observe for their child’s priority skills during routines. Answering the question How Will We Know It’s Working? allows caregivers to identify how they will know when their child is using their priority skill. Answering this question can also help caregivers and providers problem solve about whether priority skills, strategies, and routines are the right “fit” for the child and caregiver. The description of how we will know it’s working should be written in caregivers’ language and reflect what “working” means to the caregivers. An example response to this question might be, “We will know the advance reminder about leaving the house is working when we leave the house on time at least four days in a week.” Another example response might be, “When he’s telling me he wants more during lunch and during bath time.”
