A pathway toward independence
AFLS
Assessment of Functional Living Skills
A criterion-referenced functional assessment, skills-tracking system, and instructional blueprint covering practical performance at home, school, work, in the community, and in independent living.
Ask about this assessment →A score is a starting point.
Never the whole child.
Basic living and self-care
Home routines and household participation
Community participation and safety
Understanding before planning
Notice the strengths.
Understand the next step.
AFLS comprises a guide and six modular assessment protocols covering about 1,900 functional skills: Basic Living, Home, Community Participation, School, Vocational, and Independent Living Skills. Each protocol can be selected according to the learner’s current environments and transition needs, so a team does not need to administer every area at once. Task analyses and teaching suggestions help translate assessment findings into observable instruction.
AFLS can be used with children, adolescents, and adults with autism or developmental disabilities. A sound assessment looks at how independently and consistently skills are performed in the settings where they matter, and considers prompts, safety, preferences, available supports, and family or learner priorities. Results support functional goal selection and progress tracking; they are not a diagnosis, an intelligence test, or a norm-referenced adaptive-behavior score.
We look beyond isolated scores to the child's engagement, strategy, communication, and response to support throughout the assessment.
What this assessment explores
Different skills.
One individual profile.
Basic living and self-care
Home routines and household participation
Community participation and safety
School and vocational performance
Independent living and transition planning
From observation to direction
Careful enough to be useful.
Human enough to be true.
- 01Listen
We begin with history, current priorities, and the situations that matter in everyday life.
- 02Observe
The clinician engages the child directly through selected tasks and natural interaction.
- 03Interpret
Patterns, strengths, barriers, and context are considered—not a score in isolation.
- 04Translate
Findings become clear, practical priorities for an individualized support plan.
not a label.
What the results support
A thoughtful starting point for action.
The team receives a modular functional profile showing present independence, skills that need direct teaching, and priorities for current or future environments. Goals are written around observable real-life performance and reviewed in the settings where the learner will actually use them.
Talk with us about assessment →Clinical care matters. Assessment selection and interpretation must be completed by a qualified professional and considered alongside direct observation, individual history, information from relevant professionals, and family priorities. No single tool defines or diagnoses the whole child.
Understanding can change the next step.
