MULTI-FACTORED ASSESSMENT
TOOL (MFAT)
SESSION 3
MY DAILY ROUTINE
(DAILY LIVING SKILLS )
OBJECTIVES
⮚ Acquire the knowledge and skills on the conduct of
assessment on Daily Living Skills (DLS) using the
Manual of Administration
⮚ Identify Daily Living Skills to be assessed using the
MFAT
⮚ Simulate the conduct of activities for Daily Living Skills
through return demonstration within the allotted time
⮚ Show appreciation of the Multi-Factored Assessment
Tool (MFAT) as basis for provision of intervention for
learners at-risk through reflection journal writing
Activity 1: CHARADE
PROCEDURE
1. Group yourselves into five.
2. One representative of each group will pick a strip of
paper with a written Daily Living Skill.
3. The representative will demonstrate the given activity.
4. Each group will guess the activity being performed
and write it on a strip of paper.
5. At the count of 5, the groups will raise their answers.
6. One point will be given for every correct answer. The
group with the most number of correct answers wins.
Analysis: Discussion Questions
• How do you feel about the activity?
• What have you noticed with your responses?
• Was it difficult to guess the actions performed? Why?
• If you were to perform the action, how would you do it?
• When do we usually do these activities?
• Why do we do these activities often?
• Can your Kindergarten pupils perform these activities?
• How are these skills developed?
Daily Living Skills
• show the learner’s ability to
take care of himself in his day-
to-day needs such as feeding,
hygiene and good grooming.
Each domain is a strong gauge
to measure the child’s
capabilities and/or needs.
Table of Specifications
The MFAT tool uses the following codes in
assessing DLS vis-à-vis the number of items.
SKILL ITEM CODE NO. OF ITEMS
FEEDING FE 9
DRESSING DR 6
GROOMING AND GH 5
HYGIENE
TOILETING TL 3
HEALTH AND HS 2
SAFETY
TOTAL 25
MFAT TOOL ACTIVITY 3
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-GH-51 51. Takes a Suppose you are Bath soap,
bath taking a bath. Show shampoo,
me how you do it. towel, pail of
water, and
dipper
DLS-GH-52 52. Brushes Show me how you Toothbrush,
own teeth brush your teeth. toothpaste
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-DR-53 53. Puts on Note: Teacher Polo Shirt/blouse
clothes. gives a polo (with buttons)
shirt/blouse and and
shorts/skirt/pants shorts/skirt/pants
and ask the learner (with zipper)
to stand and wear
it.
Show me how you
put on your
clothes.
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-DR-54 54. Buttons (If the child does not button Polo
and unbuttons the clothes, the teacher may Shirt/blouse
instruct the child to do the (with buttons)
clothes
instruction below.)
Show me how to button
your polo shirt/blouse.
Then show me how you
unbutton your shirt/blouse.
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-DR-55 55. Zips and Note: Let the learner shorts/skirt/
unzips stand and demonstrate pants (with
pants/skirts/shor how to zip and unzip zipper)
ts pants/skirts/shorts.
Show me how to zip
and unzip your
pants/skirts/shorts.
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-DR-56 56. Takes off Show me how you Polo Shirt/blouse
clothes take off your (with buttons)
clothes. and
shorts/skirt/pants
(with zipper)
DLS-DR-57 57. Puts on Show me how you Shoes with
shoes put on your shoes. shoelace
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-DR-58 58. Ties and Show me how you tie Shoes with
Unties shoe your shoe lace. shoelace
lace
Then untie your shoe
lace.
Note: If the child is
already wearing
shoes with lace, ask
the child to untie first,
then tie.
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-GH-59 59. Combs or Note: Teacher will let Comb/hairbrush
brushes hair the child demonstrate.
Show me how to
comb or brush your
hair.
DLS-GH-60 60. Wipes / blows Give the learner a Handkerchief/
nose properly handkerchief or a tissue paper
tissue paper.
Show me how you
wipe or blow your
nose using the tissue
paper or
handkerchief.
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-GH-61 61. Washes and Note: Bring the child to pail of water,
dries hands the washroom. dipper,
If there is none, basin, soap,
provide a pail of and towel
water, dipper, basin,
soap, and towel.
Wash your hands,
then dry them.
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-FE-62 62. Sets the Note: Provide the plate, spoon,
table learner with plate, fork, knife,
spoon, fork, glass, glass, and
and placemat. placemat
Show me how to
set the table.
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-FE-63 63. Prepares Note: Provide the learner with Bread/crackers,
a 2-3 step bread, sandwich spread in a sandwich
bottle, and bread knife/spoon. spread, bread
meal
knife
If the child is not exposed to
preparing a sandwich, he/she
may be interviewed on other
meals that he/she has prepared
like cooking egg/camote, etc.
Show me how to prepare a
sandwich.
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-FE-64 64. Opens and Note: The assessor will Bottles/jars/
closes bottles/ provide any container that food
jars/and food the learner will open and containers
containers close. This may be
boxes/food observed while the child
is preparing the meal.
Show me how to open
bottles/ jars and other
food containers, then
close them.
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-FE-65 [Link] Note: The assessor Sandwich
/Unwraps will provide the table wrapper/table
napkin/sandwich napkin
wrapper to the learner.
Wrap your sandwich.
Now, you’re ready to
eat your sandwich.
Unwrap it.
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-FE-66 [Link] Note: The assessor will None
food on one’s verify this with the
plate parent through
observation
Do you consume the
food on plate?
DLS-FE-67 67. Serves self Note: Validate through None
from serving interview with the parent.
plate Can you serve yourself
from a serving plate?
Show me how.
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-FE-68 68. Uses Note: The assessor will Plate, spoon
eating provide the eating and fork,
utensils utensils to be used.
properly
Do you know how to
use your eating
utensils properly?
Show me how.
Let the child pretend
using eating utensils.
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-FE-69 69. Drinks from Show me how you cup/glass/
a cup/glass/ drink from a bottle
bottle cup/glass/bottle.
DLS-FE-70 70. Clears own Note: Validate through None
place (at table) interview with the
after eating parents.
Do you clear your own
place after eating at
the table?
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-TL-71 71. Expresses Note: Compare answer None
the need to go with Activity 1 item no.
to the toilet 25. This may be
observed during the
duration of the
assessment.
Do you tell your
teacher if you need
to go to the
toilet/CR?
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-TL-72 72. Flushes Note: Validate None
toilet after use through interview
with the parents.
This may be
observed during the
duration of the
assessment.
Do you flush the
toilet after using it?
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-TL-73 73. Cleans self Note: Validate None
after toileting through interview
with the parents.
This may be
observed during the
duration of the
assessment.
After using the
toilet, do you wash
your hands?
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-HS-74 74. Identifies Flashcards with
Note: Show 6 danger signs/ symbols:
danger signs slippery when wet Danger Signs and
high voltage
and symbols poisonous/toxic Symbols (Slippery
flammable floor, Road under
road under construction repair,
falling debris Toxic/Poisonous,
Flammable, High
Are you familiar with these
Voltage, Falling
symbols?
debris)
What does this symbol
mean? When you see this,
what should you do?
Activity 3
CODE COMPETENCY INSTRUCTIONS MATERIALS
DLS-HS-75 75. Keeps out Here are pictures Pictures of
of danger, of broken glasses, broken glasses,
broken high places, high places,
glass/high streets or sharp streets, sharp
places, streets and pointed and pointed
or sharp and objects. What will objects
pointed objects you do if you see
these? Why?
SIMULATION ACTIVITY
Assign a leader, a simulator,
a learner, a process observer,
and resource managers.
SIMULATION ACTIVITY
Each group will demonstrate five items from the list
of skills for 8 minutes each.
Group 1: Item nos. 1-5
Group 2: Item nos. 6-10
Group 3: Item nos. 11-15
Group 4: Item nos. 16-20
Group 5: Item nos. 21-25
MULTI-FACTORED ASSESSMENT
TOOLS (MFAT)
Journal
Write a reflection journal of what you have learned.
Food for Thought
T h a n
u !!!
Y o